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Unit 76


Carmen Arace Middle School is situated in the pastoral town of Bloomfield, Conn. , but four years ago it faced many of the same challenges as inner-city schools in nearby Hartford: low scores on standardized tests, dropping enrollment and high rates of detention. Then the school’s hard-driving principal, Delores Bolton, persuaded her board to shake up the place by buying a laptop computer for each student and teacher to use, in school and at home. For good measure, the board provided wireless Internet access at school. Total cost: $2.5 million.

Now, an hour before classes start, every seat in the library is taken by students eager to get online. Fifth-grade teacher Jen Friday talks about sedimentary rocks as students view them at a colorful website. After school, students on buses pull laptops from backpacks to get started on homework. Since the computers arrived, enrollment is up 20%. Disciplinary suspensions are down 80%. Scores on state achievement tests are up 35%. Bolton, who is black, is proud to run “a school with 90% black enrollment that is on the cutting edge.”

Indeed, school systems in rural Maine and New York City are eager to follow Arace Middle School’s example. Governor Angus King has proposed using $50 million from an unexpected budget surplus to buy a laptop for all of Maine’s 17,000 seventh-graders—and for new seventh-graders each fall. The funds would create a permanent endowment whose interest would help buy the computers. The plan, scaled back to $30 million in a compromise with the legislature, is scheduled to be voted on this week.

In the same spirit, the New York City board of education voted unanimously on April 12 to create a school Internet portal, which would make money by selling ads and licensing e-commerce sites. The portal will also provide e-mail service for the city’s 1.1 million public school students. Profits will be used to buy laptops for each of the school system’s 87,000 fourth-graders. Within nine years, all students in grades 4 and higher will have their own computers.

Back in Bloomfield, the school board is seeking federal grant money to expand its laptop program to high school students. In the meantime, most of the kinks have been worked out. Some students were using their computers to goof off or visit unauthorized websites. But teachers have the ability to track where students have been on the Web and to restrict them. “That is the worst when they disable you,” says eighth-grade honors student Jamie Bassell. “You go through laptop withdrawal.” The habit is rubbing off on parents. “I taught my mom to use e-mail,” says another eighth-grader, Katherine Hypolite. “And now she’s taking computer classes. I’m so proud of her!”

×¢£¨1£©£º±¾ÎÄÑ¡×ÔTime£»

×¢£¨2£©£º±¾ÎÄÏ°ÌâÃüÌâÄ£·Â¶ÔÏ󣺵Ú1~5Ìâ·Ö±ðÄ£·Â1994ÄêÕæÌâText 4µÚ1~4ÌâºÍText 3µÚ4Ìâ¡£



1. The example of Carmen Arace Middle School in the text is used to ______.

A) show the challenges schools are faced with today

B) prove that a school with high black enrollment can do well

C) emphasize the importance of computers and the Internet in modern education

D) indicate that laptops can help improve students’ school performance

2. According to the author, students in New York City’s public schools will ______.

A) all have their own laptops within nine years

B) become more interested in their class activities with the application of laptop

C) spend more time visiting unauthorized websites with the expansion of the laptop program

D) enjoy e-mail service provided by the city’s school system in the near future

3. By introducing the laptop program, Delore Bolton has ______.

A) shaken the beliefs of both teachers’ and students’

B) witnessed a remarkable improvement in enrollment and students’ test scores

C) found herself followers all over the country

D) revolutionized class-room teaching in public schools

4. The word “kink” £¨Line 2, Paragraph 5£© most probably means ______.

A) plan

B) method

C) problem

D) process

5. From the passage we learn that ______.

A) the laptop program also has a positive influence on parents

B) the laptop program in public schools is sponsored mainly by endowment

C) a school Internet portal is the key to a laptop program

D) students generally like the idea of having their online activities tracked





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suspension /səsˈpenʃən/ n. ÔÝÍ££¬ÖÐÖ¹

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scale /skeɪl/ v. £¨Óëup, downÁ¬Óã©°´±ÈÀýÖð²½Ôö¼Ó£»°´±ÈÀýÖð²½¼õÉÙ

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Unit 77


Few ideas in education are more controversial than vouchers—letting parents choose to educate their children wherever they wish at the taxpayer’s expense. The principle is compellingly simple. The state pays; parents choose; schools compete; standards rise; everybody gains. Simple, perhaps, but it has aroused predictable—and often fatal—opposition from the educational establishment. Letting parents choose where to educate their children is a silly idea; professionals know best. Co-operation, not competition, is the way to improve education for all. Vouchers would increase inequality because children who are hardest to teach would be left behind.

But these arguments are now succumbing to sheer weight of evidence. Voucher schemes are running in several different countries without ill-effects for social cohesion; those that use a lottery to hand out vouchers offer proof that recipients get a better education than those that do not. In several American states, the voucher pupils did better even though the state spent less than it would have done had the children been educated in normal state schools. American voucher schemes typically offer private schools around half of what the state would spend if the pupils stayed in public schools.

These results are important because they strip out other influences. Home, neighbourhood and natural ability all affect results more than which school a child attends. If the pupils who received vouchers differ from those who don’t—perhaps simply by coming from the sort of go-getting family that elbows its way to the front of every queue—any effect might simply be the result of any number of other factors. But assigning the vouchers randomly guarded against this risk. Opponents still argue that those who exercise choice will be the most able and committed, and by clustering themselves together in better schools they will abandon the weak and voiceless to languish in rotten ones. Some cite the example of Chile, where a universal voucher scheme that allows schools to charge top-up fees seems to have improved the education of the best-off most.

The strongest evidence against this criticism comes from Sweden, where parents are freer than those in almost any other country to spend as they wish the money the government allocates to educating their children. Sweeping education reforms in 1992 not only relaxed enrolment rules in the state sector, allowing students to attend schools outside their own municipality, but also let them take their state funding to private schools, including religious ones and those operating for profit. The only real restrictions imposed on private schools were that they must run their admissions on a first-come-first-served basis and promise not to charge top-up fees. The result has been burgeoning variety and a rapid expansion of the private sector. At the time of the reforms only around 1% of Swedish students were educated privately; now 10% are, and growth in private schooling continues unabated.

More evidence that choice can raise standards for all comes from Caroline Hoxby, an economist at Harvard University, who has shown that when American public schools must compete for their students with schools that accept vouchers, their performance improves. Swedish researchers say the same. It seems that those who work in state schools are just like everybody else: they do better when confronted by a bit of competition.

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1. We learn from the beginning of the passage that vouchers _______.

A) have evoked different opinions in the educational circle

B) have gained unanimous support in the American society

C) encourage cooperation among educational establishments

D) can help promote equal distribution of educational resources

2. Speaking of voucher schemes in Paragraph 2, the author implies that_______.

A) they are always carried out in the way of lottery

B) they can damage social cohesion

C) they are proved to be of help and value

D) they should be adopted by every country

3. In the view of the “opponents” mentioned in the third paragraph, _______.

A) students should pick up their schools randomly so that good students can be equally distributed among schools

B) Chile’s voucher schemes have improved the education of the most able and committed students

C) the right to choose good schools by paying top-up fee serves to improve education

D) students from different family backgrounds are supposed to go to different schools

4. The phrase “burgeoning variety” £¨Line 7, Paragraph 4£© most probably means _______.

A) fast development

B) increasing popularity

C) increasing diversity

D) a larger number

5. We learn from the last paragraph that _______.

A) Swedish parents can only send their kids to schools within their own city

B) the education reform in Sweden is mainly to set up voucher schemes

C) the Harvard economist disagrees with Swedish researchers on vouchers

D) competition is an incentive to spur public schools to improve their teaching





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voucher /ˈvaʊtʃə/ n. ÓŻݣ¬ÓÅ»Ýȯ

compelling /kəmˈpelɪŋ/ adj. Ç¿ÖƵÄ£¬ÒýÈËעĿµÄ

fatal /ˈfeɪtl/ adj. ÖÂÃüµÄ£¬²»ÐÒµÄ

succumb /səˈkʌm/ vi. Çü·þ£¬Çü´Ó

sheer /ʃɪə/ adj. È«È»µÄ£¬´¿´âµÄ

cohension /kəʊˈhiːʒən/ n. Äý¾Û£¬ÍŽá

recipient /rɪˈsɪpɪənt/ n. ½ÓÊÜÕß

strip /strɪp/ vt. °þ£¬°þÈ¥

elbow /ˈelbəʊ/ v. ÓÃÖâÍÆ

cluster /ˈklʌstə/ vt. ʹ³ÉȺ

languish /ˈlæŋgwɪʃ/ vi. ã¾ã²£¬µòή

allocate /ˈæləʊkeɪt/ vt. ·ÖÅÉ£¬·ÖÅä

municipality /mjuːˌnɪsɪˈpælɪtɪ/ n. ÊÐÕþµ±¾Ö

impose /ɪmˈpəʊz/ vi. Õ÷£¨Ë°£©£¬Ç¿¼Ó

burgeon /ˈbɜːdʒən/ v. ÃÈÑ¿£¬·¢Õ¹

unabated /ˌʌnəˈbeɪtɪd/ adj. ²»Ë¥Í˵Ä£¬²»¼õÈõµÄ





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In several American states, the voucher pupils did better even though the state spent less than it would have done had the children been educated in normal state schools.