Block · one region of the page, as the scanner read it. It may hold a whole story, part of one, several, or an advertisement; stitching blocks into articles is the next step. Text is supplied OCR.
Page 5 · column 1 of 6 · from the scan, no model involved
oiuaenis ai Dotn schools gener;ally agreed with the statements “I ; feel I am being prepared for work . that I will be doing at higher grade \ levels,” and “I feel that teachers are willing to give me extra help w hen I ;need it.” Again elementary school students were somew hat more likely ithan high school students to agree ] with these statements.
Another section asked students > how well classes w'ere meeting their needs. Students were asked to rank their classes as “too difficult,” “difficult,” “about right,” “easy,” or “too easy.”
For most classes the largest number of students ranked them “about right.” The exceptions were mathematics, which more high school students ranked as “difficult,” reading, which more high school students ranked as “easy,” and fine arts, drama, music, art, which more elementary students ranked “easy,” and “too easy” than “about right.” *- Ignoring the “about right” responses, elementary school students Jfbund social studies most difficult jand mathematics second. High school students found foreign lanIguages most difficult and mathematJJcs second. These were the only glasses in which students were more ■fjkely to check “difficult” or “too dif
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