Ames High School - Spirit Yearbook (Ames, IA)

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Above left TAKING A BREATHER. Judy Kleinschmidt takes time from studying in the IMC to talk with friends. Above: READY, SET, GO! Girls’ cross-country members compete in the Bo bcat Invitational held in Marshalltown. Despite the expectations of the runners, coaches-and fans, the team did not win the meet. Left: STRUCTURED LEARNING. Jim McDaniels works on an assignment during one of his SLC periods.

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Students found themselves tested in almost every area oÍ their lives. At school, there were units of assignments often followed by tests so that instructors could insure the pub- lic that the school system was fulfilling its duty to them. students in extracurricular activities and those with jobs found their skill, ability to get along with others and responsibility tested in varying degrees. Relationships with family and friends con- stantly shifted as they were tested in many different ways ranging from borrowing the car to determining the guest list for a party. Not only were students tested, but their instructors were periodically evaluated by administrators in an effort to keep up the standard of education at Ames High. The school system, with its eight period day, was reviewed by the school board. In an attempt to cut costs, a seven period day was proposed and voted down for 1981-82. Despite a variety in students' activities, nearly all were “put to the test at some time. Opening 5

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Pa pU - ps fp Pm ! 1 2 a 4 | Т 1 aw n а While bombarded with all types oÍ tests, stu- Avo Y. T, 5 A | TO ы E Eh. er dents often felt pressure regarding how they should have measured up. Students often felt pressure from their par- ‘ents fo get good grades ог to excel in sports and activities. Many times students had con- | flicting activities and had to decide which was more important. Because of the competi- | tion for time, homework was not always a high priority. Employers and teachers didn't agree on how students should spend their evenings. Caught i in the middle was the stu- - dent with a minimum amount of time and | є сре ectati ons from both ends. Students felt adult expectations, but their friends played a crucial role in determining how they felt about each test. Among some students, academic excellence was held in high esteem. Others valued school involvement, while some regarded vocational training as important. The way students dressed, acted and became involved could be credited in part to the values of their friends. The challenge of meeting tests confused stu- dents as conflicting expectations complicated their performances. Opening 7