Northwest High School - Silvertip Yearbook (Wichita, KS)

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Second to Southeast Sophomores score high on proficiency tests Northwest sophomores continued to add to the growing academic reputation of the Grizzlies. Achievement tests given in the fall showed a district wide average of 51 on a scale of one to 100. Northwests' fifty-eighth percentile score was second in the city only to Southeasts' sixtieth percentile standing. Deputy Superintendent, Dean Stucky, felt the city average was acceptable but said that there was a desire for improvement. Both the fall achievement tests and the previous springs' Iowa Test of Basic Skills showed Wichita students to be roughly average nation wide. Scores were higher fat Northwest and Southeast while West, South, and East rounded the bottom. Some attribute this to the fact that Northwest and Southeast serve relatively middle-uppetclass families, while students from West and South came from low income families These scores paint a slightly more favorable picture of Wichita high schools than the scores on the standardized test -the ACT. The ACT scores were lower than what they had been in the past with an average score of 17.7. Northwest scored higher than the state and national average with a percentile score of 19.5. ' The achievement tests given in the sophomore year were beneficial to the students in preparing for future tests, such Q 14 ' Testing Willa- as the PSAT, SAT, and ACT. The PSAT, given in the junior year, is a preliminary scholastic aptitude test. This test consist: primarily of English and social studies. ' Counselors and advisors were active in en- couraging students, particularly those who were college bound, to take demanding classes. Poorly prepared students who decid- ed to take the ACT and PSAT and the last minute received appropriate counseling. 1 Sophomores, their parents and advisors were able to use the achievement and prof? ciency tests in helping in course selections and future career goal decisions. - -Cheri Nethercol i National Merit Finalists seniors Rick Brewer, Spencer Smith, and Andrew Sparks discui positions on the PSAT they took their junior year with counselor Rurhe Tolbert. . t Studying during theirilunth period, two sophomores use the time to prepare forthe class. 3 and dedicated work helps to prepare students for future testing and career planning. Striving to pass the Emporia State Scholarship Test, junior Patti Staggs was one of the r students who hoped to receive a scholarship from the university.

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. E I Homework load increases Many demands made for tudents' time As a result of 'A Nation at Risk' report released in April of 1983 on public educa- tion, many teachers felt pressured to assign more homework and make better use of the time spent in the classroom. For the students, however, more homework meant finding extra time in their already busy schedules to keep up with their assignments and studies. For many students, finding an extra hour or two in every school day was extremely frustrating. About 72 percent of all Nor- thwest students worked between 15 and 25 hours a week. Working was not merely an activity that gave students something to dog it was an extremely important part of their lives, and in many cases, a necessity. While some students worked to buy cars, clothes, and other necessary items, others worked to save for their college education or for the future and the needs the might have. Another time consuming activity that oc- cupied many students was being with their families. Most students felt that the time they spent with their families was just as im- portant as the time they spent studying. Be- ing active in community and church func- tions provided students a chance to enjoy their families and and do something for other people. While this may or may not have been true for all students, a social life of some sort, whether it was with family, friends, or participating in school or extra- curricular activities, was a necessary part of the lives of most Northwest students. With many things considered, however, students also spent much of their spare time talking on the telephone, watching televi- sion, and playing video games. These ac- tivities, or habits, were not necessary, yet many people felt they could not give them up. Priorities fell into different categories when goofing around was matched up with the importance of studying and doing the homework that was assigned to them. For this exact reason, teachers were encouraged by The National Commission on Excellence in Education to assign more homework. Students enrolled in advanced courses found that doing more homework was to their advantage. The extra work that they did outside of class helped them to under- stand what was being taught in class. The need for more homework was a con- troversial subject. All in all, the extra homework did not hurt the students in their academic achievement, but in many cases, imposed on their outside activities. It came down to the individual and what his priorities were at that time when he decided whether or not to do the extra work. -Anita Zelmer 162 r .lf MM, .w't 'l Ai, TOP LEFT: Studying occupies much of Senior Mike Gormish's spare time. Many hours are required outside the school day to complete homework assignments. BOTTOM LEFT: Presenting the latest sounds in music the Northwest Radio Club features Kelly Hicks, David Harsoly, Shawn Hoffman and Kelvin Relf on air during first lunch. CENTER: Testing his skill at Ms. Pac-Man, junior john Madden plays at a local arcade during his sparc time. RIGHT: Exhibiting a favorite past time of teenagers, Sophomore Jacque McKim talks to one of her friends on the telephone. ABOVE: Relaxing comfortably at home Seniors Patrick Lager and Brad Heyen enjoy an evening of watching television. Spare Time ' 13

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Wichita High School Test Scores Reading Math ACT No. Ave. No. Ave. Tested Score Tested Score East 1980 383 88.0 376 54 5 1983 340 73.5 340 59.4 16.8 Heights 1980 288 84.0 288 38 5 1983 240 75.8 238 66.0 17.4 Metro-Boulevard 1980 54 75 9 47 25 5 1983 45 82.2 39 69.2 Metro-Meridian 1950 37 89.2 36 33 3 1983 25 68.0 21 57.1 North 1980 295 92.2 284 54 9 1983 336 78.3 339 72.0 1 7.4 Northwest 1980 375 93.9 376 61.7 1983 319 86.2 319 76.8 19.3 South 1980 468 91 7 467 52 9 1983 .416 75.2 413 66.6 16.5 Southeast 1980 503 91.1 501 59 1 1963 429 62.8 426 65.0 19.0 West 1980 306 80 7 301 31.6 1983 260 68.1 259 56.4 15.5 Wichita USD 259 1980 2.709 89.0 2.678 51 0 18.6 1983 2,411 77.5 2,395 66.2 17.7 Kansas 1980 27.891 90.3 30.752 52 6 18 9 1983 27,538 82.6 27,534 75.5 18.9 orthwest students score above national ACT average ACT, the American College Test, results for the 1982-1985 school year showed that Northwest's composite average score was 19.3, an increase over the previous year. Northwest's average score was higher than the national score, which was 18.3. The average state score was 18.9. Male scores were higher than female scores. The average male score was 20, while the average female score was 18.8. The Wz'chzfa Eagle published the ACT results from each of the ci- ty high schools in the ACT testing program. Northwest had the highest composite score, immediately followed by Southeast. Only students from Northwest and Southeast scored above the average for Kansas and the nation. At a Board of Education meeting, board members were told that the average score for the Wichita schools was 17.7. The ACT was scored on a scale of 1 to 36, with 56 being the highest. Gut of 351 graduates in the Class of 1983, only 225 college bound students took the ACT. Those students who had taken college preparatory courses seemed to score higher. To score high on the ACT, it was suggested that a student take classes with strong emphases in math, science, and English. Forty-four percent of those students who took the sug- gested classes scored in the upper test score intervals of 21 or higher. Results of the ACT scores were due to the direct relationship of economics and the school. Northwest students are from middle-class to upper-class families, which could beone reason whyNorthwest did well. Another contributing factor to the high score was the high aspirations from the teachers and the community. -Kandi Lc:Mor Discussing college plans, senior Marci Branscum and counselor Ellen Cochran, who is new to Northwest, work very hard to find the right col- lege that is right for her. Students put forth their best efforts in the forty minute allotted time period during one ofthe scholarship exams given at Northwest. .exp New Testing ' 15