题目内容
Parents can easily come down with an acute case of schizophrenia from reading the contradictory reports about the state of the public schools. One sat of experts asserts that the schools are better than they have been for years. Others say that the schools are in terrible shape and are responsible for every national problem from urban poverty to the trade deficit. One group of experts looks primarily at such indicators as test scores, and they cheer what they see: all the indicators—reading scores, minimum competency test results, the Scholastic Aptitude Test scores—are up, some by substantial margins. Students are required to take more academic courses—more mathematics and science, along with greater stress on basic skills, including knowledge of computers. More than 40 state legislatures have mandated such changes. But in the eyes of another set of school reformers such changes are at best superficial and at worst counterproductive. These experts say that merely toughening requirements, without either improving the quality of instruction or, even more important, changing the way schools are organized and children are taught makes the schools worse rather than better. They challenge the nature of the test, mostly multiple choice or true or false, by which children"s progress is measured; they charge that raising the test scores by drilling pupils to come up with the right answers does not improve knowledge, understanding and the capacity to think logically and independently. In addition, these critics fear that the get-tough approach to school reform will cause more of the youngsters at the bottom to give up and drop out. This, they say, may improve national scores but drain even further the nation"s pool of educated people. The way to cut through the confusion is to understand the different yardsticks used by different observers. Compared with what schools used to be like "in the good old days", with lots of drill and uniform requirements, and the expectation that many youngsters who could not make it would drop out and find their way into unskilled jobs—by those yardsticks the schools have measurably improved in recent years. But by the yardsticks of those experts who believe that the old school was deficient in teaching the skills needed in the modern world, today"s schools have not become better. These educators believe that rigid new mandates may actually have made the schools worse. The word "yardstick"(Sentence 2, Paragraph 4) probably means______.
查看答案
搜索结果不匹配？点我反馈
更多问题
Parents can easily come down with an acute case of schizophrenia from reading the contradictory reports about the state of the public schools. One sat of experts asserts that the schools are better than they have been for years. Others say that the schools are in terrible shape and are responsible for every national problem from urban poverty to the trade deficit. One group of experts looks primarily at such indicators as test scores, and they cheer what they see: all the indicators—reading scores, minimum competency test results, the Scholastic Aptitude Test scores—are up, some by substantial margins. Students are required to take more academic courses—more mathematics and science, along with greater stress on basic skills, including knowledge of computers. More than 40 state legislatures have mandated such changes. But in the eyes of another set of school reformers such changes are at best superficial and at worst counterproductive. These experts say that merely toughening requirements, without either improving the quality of instruction or, even more important, changing the way schools are organized and children are taught makes the schools worse rather than better. They challenge the nature of the test, mostly multiple choice or true or false, by which children"s progress is measured; they charge that raising the test scores by drilling pupils to come up with the right answers does not improve knowledge, understanding and the capacity to think logically and independently. In addition, these critics fear that the get-tough approach to school reform will cause more of the youngsters at the bottom to give up and drop out. This, they say, may improve national scores but drain even further the nation"s pool of educated people. The way to cut through the confusion is to understand the different yardsticks used by different observers. Compared with what schools used to be like "in the good old days", with lots of drill and uniform requirements, and the expectation that many youngsters who could not make it would drop out and find their way into unskilled jobs—by those yardsticks the schools have measurably improved in recent years. But by the yardsticks of those experts who believe that the old school was deficient in teaching the skills needed in the modern world, today"s schools have not become better. These educators believe that rigid new mandates may actually have made the schools worse. The purpose of this article is to______.
Space is a dangerous place, not only because of meteors(流星) but also (1)_____ rays from the sun and other stars. The atmosphere again (2)_____ as our protective blanket on earth. Lightgets through, and this is essential for plants to (3)_____ the food which we eat. Heat, too, makes our environment endurable. Various kinds of rays come through the air (4)_____ outer space, but enormous quantities of radiation from the sun are (5)_____ off. As soon as men leave the atmosphere they are (6)_____ to this radiation, but their space suits or the walls of their spacecraft, if they are inside, (7)_____ prevent a lot of radiation damage. (8)_____ is the greatest known danger to explorers in space. The unit of radiation is called "rem". Scientists have (9)_____ to think that a man can (10)_____ far more radiation than 0.@1 ram without being damaged: the figure of 60 rems has been agreed on. The trouble is that it is extremely difficult to make (11)_____ about radiation damage—a person may feel perfectly well, (12)_____ the cells of his or her sex organs may be damaged, and this will (13)_____ be discovered until the birth of deformed children or even grandchildren. Missions of the Apollo flights have had to cross belts of high radiation and during the outward and return journeys, the Apollo crew (14)_____ a large amount of rems. So far; no (15)_____ amounts of radiation have been reported, but the Apollo missions have been quite short. We simply do not know yet how men are. going to (16)_____ when they spend weeks and months outside the (17)_____ of the atmosphere, (18)_____ in a space laboratory. Drugs might help to (19)_____ the damage done by radiation, but no really (20)_____ ones have been found so far.
Parents can easily come down with an acute case of schizophrenia from reading the contradictory reports about the state of the public schools. One sat of experts asserts that the schools are better than they have been for years. Others say that the schools are in terrible shape and are responsible for every national problem from urban poverty to the trade deficit. One group of experts looks primarily at such indicators as test scores, and they cheer what they see: all the indicators—reading scores, minimum competency test results, the Scholastic Aptitude Test scores—are up, some by substantial margins. Students are required to take more academic courses—more mathematics and science, along with greater stress on basic skills, including knowledge of computers. More than 40 state legislatures have mandated such changes. But in the eyes of another set of school reformers such changes are at best superficial and at worst counterproductive. These experts say that merely toughening requirements, without either improving the quality of instruction or, even more important, changing the way schools are organized and children are taught makes the schools worse rather than better. They challenge the nature of the test, mostly multiple choice or true or false, by which children"s progress is measured; they charge that raising the test scores by drilling pupils to come up with the right answers does not improve knowledge, understanding and the capacity to think logically and independently. In addition, these critics fear that the get-tough approach to school reform will cause more of the youngsters at the bottom to give up and drop out. This, they say, may improve national scores but drain even further the nation"s pool of educated people. The way to cut through the confusion is to understand the different yardsticks used by different observers. Compared with what schools used to be like "in the good old days", with lots of drill and uniform requirements, and the expectation that many youngsters who could not make it would drop out and find their way into unskilled jobs—by those yardsticks the schools have measurably improved in recent years. But by the yardsticks of those experts who believe that the old school was deficient in teaching the skills needed in the modern world, today"s schools have not become better. These educators believe that rigid new mandates may actually have made the schools worse. People who think schools axe not doing any better base their judgment on the______.
Parents can easily come down with an acute case of schizophrenia from reading the contradictory reports about the state of the public schools. One sat of experts asserts that the schools are better than they have been for years. Others say that the schools are in terrible shape and are responsible for every national problem from urban poverty to the trade deficit. One group of experts looks primarily at such indicators as test scores, and they cheer what they see: all the indicators—reading scores, minimum competency test results, the Scholastic Aptitude Test scores—are up, some by substantial margins. Students are required to take more academic courses—more mathematics and science, along with greater stress on basic skills, including knowledge of computers. More than 40 state legislatures have mandated such changes. But in the eyes of another set of school reformers such changes are at best superficial and at worst counterproductive. These experts say that merely toughening requirements, without either improving the quality of instruction or, even more important, changing the way schools are organized and children are taught makes the schools worse rather than better. They challenge the nature of the test, mostly multiple choice or true or false, by which children"s progress is measured; they charge that raising the test scores by drilling pupils to come up with the right answers does not improve knowledge, understanding and the capacity to think logically and independently. In addition, these critics fear that the get-tough approach to school reform will cause more of the youngsters at the bottom to give up and drop out. This, they say, may improve national scores but drain even further the nation"s pool of educated people. The way to cut through the confusion is to understand the different yardsticks used by different observers. Compared with what schools used to be like "in the good old days", with lots of drill and uniform requirements, and the expectation that many youngsters who could not make it would drop out and find their way into unskilled jobs—by those yardsticks the schools have measurably improved in recent years. But by the yardsticks of those experts who believe that the old school was deficient in teaching the skills needed in the modern world, today"s schools have not become better. These educators believe that rigid new mandates may actually have made the schools worse. According to the author the drop-out rate of school children is often caused by the______.
微信支付 
支付宝支付