STUDENT HIGHLIGHTS - Hughson Unified School District

Academics Alive Connects Students to Scholarships and the Community that Gives Them

May 27, 2026

Over 100 different scholarships were presented to Hughson High School seniors on May 19 at the annual Academics Alive, an awards celebration held each spring at the school.

The awards night is a remarkable tradition, not only for the hundreds of thousands of dollars in scholarships awarded to Hughson’s youth, but also for the way it connects the organizations that created the scholarships to the student recipients.

For this reason, it is Assistant Principal Natalie Moring’s favorite event of the year. Moring, who became Assistant Principal twelve years ago, is responsible for the program’s structure today. When she started, scholarship information was kept in a filing cabinet. Students came into the office to inquire. A copy of the scholarship application was made, and students took it to complete it on paper.

Now, bringing the system up to date, Moring maintains a webpage linked from the Hughson High School website. Students and their families go online, and find the “Scholarship Searches” page under College TRACKS and are taken to the webpage, organized by due date, where every scholarship opportunity is linked either to the organization's page, or an online application which, when completed, Moring can see and submit to the scholarship organization. Students have access to the website, which is updated weekly throughout their senior year. During Senior Parent Night in September and in English and Economics/Government Classes, teachers make sure students understand how the system works.

The amount awarded can vary widely each year. Students who receive partial- or full-ride academic, athletic, or agricultural scholarships and grants receive their award that night, as well as the small but closely connected local scholarships.

Local scholarships are presented first. Donor presenters come to the stage, offer a few words on the founding of the scholarship, and announce the recipient. The program includes a more detailed description of the scholarship's intent.

“Not only do we celebrate the students getting scholarships, but we also remember the lives of these people and what they contribute to the Hughson community,” Moring said.

Moring believes this portion of the scholarship pool may be what makes Hughson particularly stand out from other schools. As an institution over 100 years old, generations of community members, their children and their grandchildren have attended Hughson High School and want to give back. Thus, many of the scholarships awarded that night were specifically designated for Hughson students.

In the case of memorial scholarships, like the John Amador Memorial Scholarship presented by Barbara Foley in memory of her son, “We’re able to have him remembered through this scholarship, so everybody every year gets to hear about her son. We’re remembering these people,” Moring said, “like last year, we had the Abbe Stoneham Memorial Scholarships. Abbe was one of my former cheerleaders when I coached cheer for Hughson Youth Football and Cheer, so we’re able to start giving her a shout-out and remembering her every year.”

The event also included awards presentations, Valedictorian to Samantha Valdivia, Salutatorian to Kevin Ochoa Mendoza and Elizabeth Becchetti; Block H 12 Sport Award and Lifetime Athletic Pass to Valente Soria, Presley Wells, and Landon Mason; California Scholarship Federation Lifetime Members; and TVL Scholar Athletes.

A Conversation with the 2026 HHS Valedictorian and Salutatorians

May 26, 2026

Hughson High School senior Samantha Valdivia has been named this year’s Valedictorian, and Kevin Ochoa Mendoza and Elizabeth Becchetti have been named Salutatorian. To celebrate their accomplishments, we asked Samantha, Kevin, and Elizabeth for their advice, study habits, favorite teachers and more.

What are the key things other students should know about your academic success, and how you achieved it?

Samantha: A lot of my academic success came from persistence and learning how to rely on myself. I procrastinated more than people would probably expect from a valedictorian, but I always made sure I got things done and held myself to high standards. I spent a lot of time teaching myself the material, staying up late to finish assignments, and pushing myself even when I felt overwhelmed. Being a first-generation student also motivated me to work hard and create opportunities for myself.

Kevin: The key thing other students should know is that it is possible. You just have to take action and do the work consistently without procrastination.

Elizabeth: My academic success wasn't something I went after; it was something that happened as a result of my choosing classes that interested me. True success shouldn't be the goal in itself; it should be a result of things you enjoy.

How many Advanced Placement classes did you take?

Samantha: I took seven AP classes throughout high school: AP U.S. History, AP Literature, AP Precalculus, AP Biology, AP Government, AP Calculus, and AP Language and Composition.

Kevin: I took 5 Advanced Placement classes in high school.

Elizabeth: I took 6 AP classes. Shoutout to AP Art History (I tied for the second person in 17 years to earn a 5/5 on the AP test).

What kinds of teams, clubs, organizations or employment have been part of your life during high school?

Samantha: I was not heavily involved in clubs or sports during high school, but I spent a lot of my time focused on academics. I also babysat and took on small jobs here and there to earn money, which taught me responsibility and independence.

Kevin: During high school, I was involved in numerous different clubs and organizations, including the Hispanic Youth Leadership Council and LIFE Group. I also work in agriculture at J&J Farms while attending high school.

Elizabeth: I've done the Academic Decathlon for four years, as well as FFA. I've also been an altar server at St. Anthony's Catholic Church before and during high school.

What was your routine before and after school? How much time did you spend studying or doing homework?

Samantha: Before school, I spent as little time as I could getting ready for the day. I barely got to school on time a lot. After school, I did not spend an excessive amount of time on homework most days. I procrastinated a lot, so I often worked in shorter bursts rather than following a strict study routine. The one class that consistently took hours outside of school was AP U.S. History during my junior year because of the workload and reading. Other than that, I mostly focused on staying caught up and getting things done when they needed to be completed.

Kevin: My routine before school was just getting up early and getting ready for the school day. After school, consisted of doing my homework and completing all work on time before deadlines. The time I spent doing homework or studying was around 2-3 hours per day.

Elizabeth: Before school, I would cherish my sleep for as long as I could. After, I did homework for a few hours. Some days I had no homework, some days I had a lot. Some classes, like Academic Decathlon and AP US History (APUSH), are very homework-heavy, while classes like Plant Science have very little.

How did you balance these things? What advice do you have for other busy students?

Samantha: I balanced everything by learning to prioritize what mattered most in the moment. Even though I procrastinated, I learned how to work well under pressure and stay determined when things became stressful. My advice to other students is not to compare themselves to other people’s routines or study habits. Success does not always look perfect. What matters most is consistency, resilience, and believing you are capable of more than you think.

Kevin: I balanced these things by dedicating time to school-related activities, but also personal things, such as working out to avoid burning out. Some advice I have for other busy students is to have time dedicated to certain things throughout your day in order to avoid distractions and to also give it your best effort, and make sure to complete assignments before they are due to avoid any deductions from your grade.

Elizabeth: I balanced things through simply not procrastinating. I would sit down for hours and blast through all my homework, which doesn't work for many people, but worked for me. I also prioritized things based on how much I valued them. APUSH could be done in advance, so I would have time to study for the Academic Decathlon, for example, and it again fell to the wayside during the three weeks I studied for the AP Art History test, as I prioritized my chance of scoring that 5 over APUSH. Pick the classes or tests you want to do the best in, and put those over other classes.

Which classes and/or teachers at Hughson High had the most influence on you?

Samantha: Some of the most influential classes for me were my AP classes, especially AP Calculus and AP U.S. History, because they challenged me academically and allowed me to accept failure as a way to grow. Teachers such as Mrs. Christianson, Mr. Kroll, and Sra. Newsome had a strong impact on me because they encouraged me to challenge myself and supported me throughout high school.

Kevin: The classes and teachers that had the most influence on me are Advanced Placement United States History with Mr. Kroll. It taught me how to manage time on a weekly basis and how to establish routines to stick with that translate to life in general. Other classes were Agricultural Equipment Repair and Agricultural Wood, which are welding and wood shop classes, because those classes taught me trades and skills I can use to build a career after high school.

Elizabeth: My math/Academic Decathlon teacher, Mr. Michaelis, had a big influence on me, as well as Mr. Bland, the AP Art History/photography teacher. Both supported me to do the best I could. Academic Decathlon was the class that had the biggest influence on me. It's a class that I believe taught me most of what I know. More than facts like Winston Churchill invested in the stock market days before the 1929 crash, or that 40,000 birds die each year from flying into buildings, it's taught me confidence, public speaking, and leadership skills. It's given me pride in myself and my teammates, and incredible friends who have changed me for the better. I wouldn't be the person I am today without it.

What kind of culture of learning exists in your home? What has that meant for your success in high school?

Samantha: As a first-generation student, I didn’t grow up in a home where people could guide me through school or college preparation. A lot of my learning was self-driven. I relied heavily on technology, independent research, and my own determination to figure things out. That experience taught me resilience and independence, and it pushed me to become someone who creates opportunities instead of waiting for them.

Kevin: The kind of culture of learning that exists in my home is one with emphasis on education, doing your homework and any other school activities. That has meant that I have standards that I have to live up to, which help me try to be the best I can be in all aspects and in turn led to my success in high school.

Elizabeth: My mother has always supported my education, allowing me to focus on academics while in high school.

What are your college and career plans?

Samantha: I plan to attend the University of California, Merced, and major in civil engineering. In the future, I hope to build a career where I can help design and improve infrastructure that positively impacts communities.

Kevin: My college and career plans are attending a trade school or enrolling in an apprenticeship to learn a trade or skill that I can use in the future to start my own business in the construction field, such as an electrical company or a heating, ventilation, and air conditioning company.

Elizabeth: Next year, I'll be attending Modesto Junior College before transferring to Cal Poly Humboldt to major in Rangeland Resources. I plan to work for the Natural Resources Conservation Service.

What should the community know about the quality of education at Hughson High?

Samantha: Hughson High School offers students many opportunities to succeed academically and personally. The teachers genuinely care about their students and encourage them to challenge themselves. Students here are capable of accomplishing incredible things when they take advantage of the opportunities available to them.

Kevin: The quality of education at Hughson High is very high compared to other schools. The teachers care about the students' success, which is evident in the improved state test scores and other metrics.

Elizabeth: As Mr. Michaelis says often, Hughson has some of the best test scores in the area, and as a result, the school is one everyone wants to send their kids to. All of the teachers I've had have always been supportive of students trying to excel academically.

Five Hughson FFA Students Awarded Scholarships from the Turlock Chamber of Commerce Ag Committee

March 23, 2026

On March 17, Elizabeth (Izzy) Becchetti, Kate Cooper, Grace Curry, Bryce McDaniel, and Madison McDonald were awarded scholarships during the 26th Annual Scholarship Luncheon hosted by the Turlock Chamber of Commerce Agriculture Scholarship Committee at the Stanislaus County Fairgrounds.

As Michelle Penney from the Agriculture Scholarship Committee called up the scholarship recipients, they shared their college and career plans. Penney then announced the amount each student was awarded.

Bryce McDaniel, already a graduate of Hughson High School, is now a student at Fresno State University and is majoring in Ag Business. McDaniel was not present at the luncheon. During his time at Hughson High School, McDaniel was a top athlete in football and baseball. In FFA, he showed goats. McDaniel was awarded $1500.

Izzy Becchetti plans to attend Modesto Junior College for Animal Science, then transfer to Cal Poly Humboldt to study Ranch Ecology. Izzy has competed in Impromptu Speech and Job Interview. Becchetti was awarded $3000.

Kate Cooper plans to attend Oklahoma State University and study Ag Policy. Cooper has competed in Livestock Judging, Extemporaneous Speech, and Creed. She is a Chapter Officer, a Central Region FFA Vice President, and shows pigs. Cooper received a $3000 scholarship.

Grace Curry plans to attend Butler Community College and transfer to Ohio State University to study Ag Policy while competing in livestock judging. She has competed in Livestock Judging, Prepared Speech, Creed, and Job Interview. Curry is a Chapter Officer, Central Region FFA Reporter, and shows pigs. She was awarded $2500.

Madison McDonald is considering attending Fresno State University to major in Animal Science (Veterinary Science) before going on to veterinary school and becoming a large animal veterinarian. She has participated in livestock judging and high school rodeo, been part of 4-H Leadership, and shows beef. McDonald received a $2500 scholarship.

For the event, Hughson FFA students also helped set up and check people in. At the close of the luncheon, sponsors received wooden boxes containing spring flowers, which were engraved by Hughson FFA students with the Ag Scholarship Committee.

The Turlock Chamber of Commerce Agriculture Scholarship Committee has awarded scholarships to 175 students since it began 26 years ago, with the mission to support events and activities that develop future agricultural leaders, educate the public, and inform our policymakers.

Hughson High School Students to Be Honored After Winning Create Change, Peace Essay and Art Contest

March 4, 2026

In November, students from Hughson High School submitted their artwork, poetry and essays to the "Create Change, Peace Essay and Art Contest" hosted by the Modesto Peace/Life Center. Hughson students won seven of the ten high school winning spots.

The topic was “Social Media and Nonviolence.” Students were asked to consider whether social media encourages or discourages non-violence as a way to manage conflict, or if it is a driver in violence in the United States. They were asked to choose a specific social media conflict and depict non-violent responses to violence or the effectiveness of non-violent solutions.

In poetry, out of 19 entries, Izabel Delgadillo-Bratcher and Everett Perryman won first and second place for their poems, “The Digital Mirror” and “Clean Slate.” In the “Digital Mirror,” Delgadillo-Bratcher explored “how social media affects young girls and changes them,” and that no matter how happy or beautiful a girl may be in real life, on social media, she will face insults, shaming, and pressure to change herself in ways an older generation may not understand. “You are never truly happy if you are changing who you are to be like other people who are considered beautiful. You lose yourself and can never truly be happy when you are only being who others want you to be,” she wrote alongside her submission.

In “Clean Slate,” Perryman considered the costs and benefits of social media, platforms in which the positive may outweigh the negatives: “If you hold strong through the comments, the help you can get from your peers and professionals online can help you live your life better than you could have before,” he said.

In the art category, out of 49 entries, Sophia Aguiar won first place, Madison Cisneros won second place, and Gabriella Gordo won third place. Aguiar, in her painting titled “No Limitations,” sought to convey “how social media connects us. Distance or borders limit us in our search for connection and knowledge. The subject of the painting is able to have access to knowledge and communication that, at any other time in history, would have been deemed impossible. Often, fear-mongering happens due to the uncontrollable nature of these sites and connections when we should instead harness this expanse of possibilities.”

Cisneros created her piece as a way “to inspire others to spread and share kindness throughout social media, and to show that all social media isn't bad, but could be positive and loving.”

For Gordo, “everything has a good and a bad,” and social media is no exception. In her drawing, “two girls who are split by the positive and the negative of social media.” Through small drawings around the subjects, Gordo symbolized this dynamic, for example, “the blue person in the corner to the left symbolizes isolation, depression, and anxiety. And the globe with the lines across it symbolizes staying connected and meeting new people.”

In the essay category, Kevin Ochoa-Mendoza took second place out of 72 entries, and Dax Barth received Vanguard Recognition in the Graphic Comic category.

The winners will receive recognition at an awards ceremony on March 5 from 6:30 to 8:30 p.m. at Bookish in Roseburg Square, Modesto.

Grace Curry Named National Finalist in Agricultural Proficiency

August 20, 2025

Hughson High School Senior Grace Curry of the Hughson FFA chapter has been named a national finalist this year for the Swine Production- Placement Agricultural Proficiency Award. Only four FFA members nationwide are selected as national finalists in each agricultural proficiency award area.

The Swine Placement Proficiency Award area is specific to students who work for an employer applying the best management practices available to produce efficiently and market swine and their raw products.

While in high school, Curry’s uncle, James Backman, showed pigs at the Stanislaus County Fair, and “the spark was lit for him to start his show pig operation, Small Town Genetics,” Curry said. “What started as a couple of sows (mom pigs) grew into one of the top show pig farms in the state of California. Currently, there are about 200 sows at Small Town, and there can be anywhere from 650-700 pigs on the farm at any given time.”

“Some of my earliest memories are running around with his pigs on the farm,” she said. “As I grew up, my love for pigs as well as the swine industry as a whole rapidly grew and once my family and I moved out to the farm when I was in fifth grade.” Along with showing pigs, Curry got involved with the production side of raising pigs with Small Town Genetics.

“While there's always more to learn, most of what I know now about swine production is due to the countless hours I have spent in the barn with my uncle. Over the years, he has taught me everything that I know about swine production. Through hands-on experience, I have learned how to properly feed pigs, clean and maintain barns, recognize signs of illness and administer treatments, assist in the breeding and farrowing of sows, and process and wean piglets.”

It was that proficiency Curry demonstrated in her application. The competition began with a sectional-level application, followed by regional and state levels, with each win leading them closer to the national competition. Three state finalists are interviewed to select the State Winner. The State Winner’s application is then forwarded to the National level.

FFA Advisor Kelly Larson explained, “Grace had to powerfully describe her Swine project in the application components in order to allow the judges to see the depth of knowledge.”

The 20+ page application includes written answers, photographs that document her involvement with the project, and records to validate the hours spent working at Small Town Genetics.

“I believe that Grace stands out in this area because of her in-depth knowledge of the swine industry,” FFA Advisor Kelly Larson said. “Grace is a talented young lady who is top-notch in demonstrating her skills within raising, marketing, and showing swine.”

Curry serves as a resource for her fellow students in FFA and a role model for 4-H members. “Grace is a true team player who fully supports the swine industry in all facets and will continue making an impact through her future career plans,” Larson said.

As a finalist, Curry will be interviewed by a panel of industry professionals in late September via Zoom. Judges will ask her questions regarding her proficiency area and project specifics. The interview score is then combined with her application score to determine the National Winner.

Students who have worked with Curry describe her as “amazing,” “hard-working,” and “energetic.

“Grace is always climbing to new levels of success, and her hard work ethic is something all of us can learn from to be better in our own endeavors,” Larson said.

Finalists will be recognized at an award session at the National FFA Convention in Indianapolis. The National Winner will be announced during the Friday morning session.

Along with being a national finalist for proficiency, Curry is also part of the Hughson Livestock Judging Team that will represent the State of California at the National Competition. Her team won High Team at the Cal Poly State Finals Livestock Judging Contest, and Curry won Sixth High Individual. She placed Second in the State in the Prepared Public Speaking Contest and has achieved numerous successes in the ring throughout her time in FFA.

Hughson High School's Bailey Bilson Soars to Third Place in National Aerial Competition

August 12, 2025

Hughson High School Senior Bailey Bilson, daughter of Brad and Andrea Bilson, qualified and was invited to participate in the national Aerialympics. The Aerialympics is a national aerial arts competition with five regional competitions throughout the year: Oregon, Florida, Wisconsin, and two in Texas.

Bilson entered the San Antonio regional competition, but with her many other high school commitments, was able to compete through a Zoom recorded meeting during which judges evaluated her performance.

After receiving their feedback, Bailey was awarded Third Place in the San Antonio regionals. Top scores from the year were then invited to the National competition in Kansas City, Missouri in July.

The week-long event included different divisions each day: Novice, Intermediate 1, Intermediate 2, Advanced, and All-Star. Bilson competed in the Advanced Division. With feedback from the regional competition, she perfected her routine and took Third in her Division.

“It was pretty awesome,” Andrea Bilson said. “She was just excited to be invited to the national event and get to watch some of the best performers in the country and perform on the same stage. So to get Third Place was pretty amazing.”

Bailey Bilson begins her senior year at Hughson High School this fall. “This is a very talented young woman,” Thompson said. “When she came to Hughson High as a freshman, I noticed she had a lot of leadership ability as well as talent. She also has a great work ethic and a willingness to serve others. This is a great combination of skills and gifts. We have used her in choir and drama to help choreograph many of our shows. She has great people skills and organizational ability. She comes prepared and gets the job done. She is also a wonderful actress, having played the part of Olaf in Frozen and a Narrator in Joseph and the Amazing Technicolor Dreamcoat this year.

Three years ago, Bilson told Thompson she wanted to do an aerial routine for the high school production “Best of the Best.” In it, Bilson hung 10 feet off the floor doing spins, turns and drops that drew excited gasps from the audience.

Bilson first began dancing when she was three years old. “And I’ve pretty much been doing it all my life, so I love performing.” When a friend invited her to attend an aerial class, it sounded different and fun to her, “and kind of like dancing in the air.”

Bilson was thirteen at the time. The class took place in a teacher’s backyard. With her natural strength, Bilson caught on quickly. The class closed, but Bilson continued on her own and learned new tricks.

It is not easy. Bilson said her lack of flexibility comes as a challenge. “I took acrobatics for a few years and learned that I am not flexible, but I’m strong. I try to stretch as much as I can, but it seems to injure me a little bit, so I’ve just started to put tricks into my routine that feature my strength rather than my flexibility.”

It is a strength she is proud of. “I’m so grateful that God gave me the strength to do this and to help me, not only get to nationals but to win third place. I’m proud of how far I’ve gone with it even though it started out and still is just a fun thing that I do.”

Bilson is currently working on a new routine for Hughson High School’s Best of the Best show this spring, her favorite of all the performances she participates in, and plans to compete regionally again. In the meantime, “I will definitely be adding some tricks that I got inspiration from at the national competition. I’ll just be keeping my strength up and learning new and improved tricks.”

Her dream is to “entertain the people who watch me.” Bilson said, “Listening to how my performance really touched them is the best part, so I don’t need to go professional or anything.”

But that doesn’t stop her from dreaming of returning to nationals again. “That was an amazing experience.”