Ames High School - Spirit Yearbook (Ames, IA)

Page 12 text:

Че T A nt | т f hi ' Т + aD Nr: Ki be c H ur КУ 3 nes ss a mu ' arm ak n i Ei ИҢ ie AP ë ee ia qe 1 Li ee A V І I 2c LJ ` ` ' LI ORG UR EID | , ' ME ‘ a сї ١ a | F TE ñ dy TI 2 I Kr ei М; esu Р-и PARK H I M AAT ‘ Р РЧ | VC = e «уе Above left: DIDN'T MEASURE UP? Dan Hol- land participates in a speech workshop panto- mine. Above : RANKED. Clarinet and saxophone players in concert band practice a piece for an upcoming concert. Band members were placed in the concert or varsity bands and seated according to their playing abilities. Left: STANDARDIZED. Julie Jensen completes a bubble sheet for the computer after choosing her classes at self-scheduling, while Joe Gib- bons looks on. 2...

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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

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E wd Lë? Е Ф. + Even with different results expected from them, when it came to students facing tests, an inevitable question arose; “How did they measure ир?” Students constantly faced norms established Dy other students, siblings, former employees and even standards they previously set them- selves as they met many tests through the year. They were familiar with being ranked on performance and were quick to discover what was “average” and what was above or “below” in each testing situation. Those who passed received praise, scholarships, good grades, a chance to play varsity or a raise. Those who failed missed opportunities and were criticized for not measuring up to others. These and other ways students were tested and how their results “measured up” are the subject of the 1980-81 SPIRIT. Opening 9