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Ö÷Ìå¾äʽ£ºThe voucher pupils did better.

½á¹¹·ÖÎö£ºit would have doneÊǹýÈ¥Íê³Éʱ£¬Õâ¸öʱ̬ÓÃÀ´ÃèÊö¹ýÈ¥ÒѾ­Íê³ÉµÄÊÂÇé¡£´ËÍ⣬Õâ¸ö¾ä×ÓµÄÄѵãÔÚÓÚhad the children been educated in normal state schools£¬Õâ¸öµ¹×°µÄÐéÄâ½á¹¹µÈͬÓÚif the children had been educated in normal state schools¡£

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1. A ϸ½ÚÌâ¡£ÎÄÕµÚÒ»¶ÎµÚÒ»¾ä»°¿ªÃżûɽµØÌá³ö“Few ideas in education are more controversial than vouchers”£¬ËµÃ÷Õâ¸öÎÊÌâ½ÌÓý½çÓÐ×Ų»Í¬µÄ¿´·¨¡£

2. C ÍÆÀíÌâ¡£ÎÄÕµڶþ¶ÎÖÐÌáµ½£¬Ðí¶à¹ú¼Ò¶¼ÊµÊ©Á˽ÌÓýȯ¼Æ»®£¬¶øÇÒ¶¼È¡µÃÁ˲»´íµÄЧ¹û£¬Ò²Ã»ÓиøÉç»áÔì³É¸ºÃæÓ°Ïì¡£

3. B ϸ½ÚÌâ¡£ÎÄÕµÚÈý¶ÎÖУ¬·´¶ÔÕßÃǾٵÄÒ»¸öÀý×Ó¾ÍÊÇÔÚÖÇÀû£¬ÔÊÐíѧУÊÕÈ¡¸½¼Óѧ·ÑµÄÈ«Ãæ½ÌÓýȯ¼Æ»®Ìá¸ßÁË×î³öɫѧÉúµÄ½ÌÓýˮƽ¡£

4. C ÓïÒåÌâ¡£Èç¹û²»ÖªµÀburgeonµÄÒâ˼£¬¿ÉÒÔͨ¹ýÉÏÏÂÎÄÀ´Àí½â¡£×îÖØÒªµÄÊÇÒªÀí½âvarietyµÄÒâ˼£¬¶øÑ¡ÏîÖкÍvariety´ÊÒå×î½Ó½üµÄÊÇdiversity¡£

5. D ÍÆÀíÌâ¡£¸÷¸öÑ¡ÏîµÄϸ½Ú¶¼À´×ÔÎÄÕÂ×îºóÁ½¶Î¡£A¡¢B¡¢CÑ¡ÏîµÄ´íÎóÔ­Òò¶¼ÔÚÓÚ¾äÒâÓëÎÄÕµÄÔ­ÒâÏà·´¡£DÑ¡ÏîÀ´×ÔÎÄÕµÄ×îºóÒ»¾ä»°£¬¼´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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Unit 78


There was a time when big-league university presidents really mattered. The New York Times covered their every move. Presidents, the real ones, sought their counsel. For Woodrow Wilson and Dwight Eisenhower, being head of Princeton and Columbia, respectively, was a stepping-stone to the White House. Today, though, the job of college president is less and less removed from that of the Avon lady£¨except the house calls are made to the doorsteps of wealthy alumni£©.

Ruth Simmons, the newly installed president of Brown University and the first African American to lead an Ivy League school, is a throwback to the crusading campus leaders of old. She doesn’t merely marshal funds; she invests them in the great educational causes of our day. With the more than $300 million she raised as president of Smith College from 1995 to 2001, Simmons established an engineering program £¨the first at any women’s school£© and added seminars focused on public speaking to purge the ubiquitous “likes” and “ums” from the campus idiom. At a meeting to discuss the future of Smith’s math department, one professor timidly requested two more discussion sections for his course. Her response: “Dream bigger.”

Her own dream was born in a sharecropper’s shack in East Texas where there was no money for books or toys—she and her 11 siblings each got an apple, an orange and 10 nuts for Christmas. Though she was called nigger on her walk to school, entering the classroom, she says, “was like waking up.” When Simmons won a scholarship to Dillard University, her high school teachers took up a collection so she’d have a coat. She went on to Harvard to earn a Ph. D. in Romance languages.

Simmons has made diversity her No. 1 campus crusade. She nearly doubled the enrollment of black freshmen at Smith, largely by traveling to high schools in the nation’s poorest ZIP codes to recruit. Concerned with the lives of minority students once they arrive at school, she has fought to ease the racial standoffs that plague so many campuses. At Smith she turned down a request by students to have race-specific dorms. In 1993, while vice provost at Princeton, she wrote a now famous report recommending that the university establish an office of conflict resolution to defuse racial misunderstandings before they boiled over.

Her first task at Brown will be to heal one such rupture last spring after the student paper published an incendiary ad by conservative polemicist David Horowitz arguing that blacks economically benefited from slavery. “There’s no safe ground for anybody in race relations, but campuses, unlike any other institution in our society, provide the opportunity to cross racial lines,” says Simmons. “And even if you’re hurt, you can’t walk away. You have to walk over that line.”

×¢£¨1£©£º±¾ÎÄÑ¡×ÔTime£»

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1. What does the author intend to illustrate with the example of Woodrow Wilson and Dwight Eisenhower?

A) The president of the first-class university was really very important.

B) University presidents gave them some good advice.

C) The presidents of universities could easily go to the white house.

D) University presidents had more power and authority than Avon ladies.

2. What can we infer from the second paragraph?

A) Simmons was an old crusading campus leader.

B) Simmons wanted to expand her university.

C) Simmons knew well about how to invest money.

D) Simmons was a competent and ambitious president.

3. We can learn from the fourth paragraph that ______.

A) Simmons greatly sympathized the black people

B) Simmons wanted to diversify her university

C) Simmons made a great effort to solve the racial problems

D) Simmons never neglected the racial problems

4. What does the author mean by saying “the job of college president is less and less removed from that of the Avon lady”£¨Lines 4~5, Paragraph 1£©?

A) College presidents can get their position with the help of Avon ladies.

B) The job of college president and that of the Avon lady are quite similar.

C) College presidents got inspiration from the job of the Avon lady.

D) The jobs of college presidents and the Avon lady should be separated.

5. Which of the following is TRUE according to the text?

A) Simmons had successfully solved the racial problems.

B) Simmons owed her success to her high school teachers.

C) Simmons didn’t like “likes” and “ums” in campus idioms.

D) Simmons asked her professor to be more ambitious and aggressive.





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Her first task at Brown will be to heal one such rupture last spring after the student paper published an incendiary ad by conservative polemicist David Horowitz arguing that blacks economically benefited from slavery.

Ö÷Ìå¾äʽ£ºHer first task will be to heal one rupture after the paper published an ad.

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1. A ϸ½ÚÌâ¡£ÎÄÕµÚÒ»¶Î¾ÍÒÔÇ°µÄ´óѧУ³¤ºÍµ±½ñµÄ´óѧУ³¤µÄ²»Í¬Ö®´¦½øÐÐÁ˶ԱÈ£¬There was a time when big-league university presidents really matteredÊǵÚÒ»¶ÎÇ°°ë²¿·ÖµÄÖ÷Ìâ¾ä£¬Ëæºó×÷ÕßÒÔÎéµÂÂÞ·Íþ¶ûÑ·ºÍ°¬É­ºÀÍþ¶ûΪÀý£¬½øÒ»²½ËµÃ÷ÕâÒ»¹Ûµã¡£

2. D ÍÆÀíÌâ¡£µÚ¶þ¶Î¼ÇÊöÁ˳˼·Î÷ÃÉ˹×÷Ϊ²¼ÀÊ´óѧµÄÐÂÈÎУ³¤ºÍµÚÒ»¸ö“³£´ºÌÙ”ÃûУµÄºÚÈËУ³¤µÄһЩ³É¹¦µÄ¾Ù´ë£¬ÆäÖаüÀ¨ÈçºÎ½øÐÐ×ʽðÔË×÷£¬ÕâЩ˵Ã÷ËýÊǷdz£ÓÐÄÜÁ¦µÄ£»ÔÚÌÖÂÛÊ·ÃÜ˹´óѧÊýѧϵ·¢Õ¹Ç°¾°µÄ»áÒéÉÏ£¬Ëý¶Ô½ÌÊÚ˵“Dream bigger”£¬±íÃ÷Ëý»¹ÊǷdz£ÓÐÐÛÐĵÄ¡£

3. C Ö÷Ö¼Ìâ¡£µÚËĶμÇÊöÁ˳˼·Î÷ÃÉ˹ÔÚËýÒÔÍùÈÎÖ°µÄѧУÀïΪ½â¾öÖÖ×åÎÊÌâ½øÐеÄһЩŬÁ¦ºÍ³¢ÊÔ¡£

4. B ÓïÒåÌâ¡£ÎÄÕµÚÒ»¶ÎÇ°°ë²¿·ÖÌáµ½ÔøÓÐÒ»¶Îʱ¼äÒ»Á÷´óѧµÄУ³¤ÊǷdz£ÖØÒªµÄÈËÎï¡£½ô½Ó×ÅthoughÒýµ¼µÄ¾ä×Ó½øÐÐÁËתÕÛ£¬Ö¸³öУ³¤µÄ¹¤×÷ͬÑÅ·¼Ð¡½ãµÄ¹¤×÷²î±ðÔ½À´Ô½Ð¡ÁË¡£ÕâÀïÖ÷Òª¿¼²é“be removed from”µÄÓ÷¨£¬ÆäÖÐremovedÊÇÐÎÈÝ´Ê£¬´Ê×麬ÒåÊÇ“ÓÐÇø±ðµÄ£»Ò£Ô¶µÄ£»²»Í¬µÄ”¡£

5. D ϸ½ÚÌâ¡£ÎÄÖжÔÓ¦ÐÅÏ¢ÊÇone professor timidly requested two more discussion sections for his course. Her response: “Dream bigger.”





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Unit 79


The best public higher education in the world is to be found at the University of California£¨UC£©. This claim is backed up by Shanghai Jiao Tong University in China, which provides an authoritative ranking of research universities. The UC’s campus at Berkeley ranks third behind two private universities, Harvard and Stanford. Several of the other ten UC sites, such as Los Angeles and San Diego, are not far behind. Californians are justifiably proud. It is therefore no small matter that this glory may be about to end. “We are in irreversible decline,” says Sandra Faber, a professor of astrophysics at UC Santa Cruz who has inadvertently become a mouthpiece for a fed-up faculty. University excellence, she says, “took decades to build. It takes a year to destroy it.”

California has been suffering serial budget crises, the latest of which was resolved last month in a rather desperate deal between the governor, Arnold Schwarzenegger, and the legislature. It contained huge cuts, including $2 billion lopped from higher education. The UC alone has lost a cumulative $813m of state funding in the last fiscal year and the current one, a cut of 20%. The second-tier California State University£¨Cal State£©, with 23 campuses the largest in the country, and the third-tier community colleges have also been clobbered.

The cuts threaten the legacy of two visionaries, Edmund “Pat” Brown, governor from 1959 to 1967, and Clark Kerr, who was in charge of the UC during those years. Kerr envisioned the state’s public universities as “bait to be dangled in front of industry, with drawing power greater than low taxes or cheap labour.” In a 1960 master-plan he created the three-tiered system.

His ambition was simple. First, to educate as many young Californians as affordably as possible. The best students would go to the UC, the next lot to Cal State and the rest to community colleges with the possibility of trading up. Second, to attract academic superstars. Kerr went about this like a talent scout, and his successors have continued the practice. The UC campuses have collectively produced more Nobel laureates than any other university.

But the master-plan has been under strain for years. State spending per student in the UC system, adjusted for inflation, has fallen by 40% since 1990, says Mark Yudof, the current UC president. The Public Policy Institute of California, a non-partisan think-tank, projects that California’s economy will face a shortfall of 1m college graduates by 2025, depressing the prosperity of the entire state. Public universities, which award 75% of all the state’s bachelor degrees, will be largely responsible.

Academic excellence is likely to be the first victim. Both the UC and Cal State are planning to send professors and staff on leave, cram more students into classrooms and offer fewer courses. Attracting and keeping academic stars, and the research dollars that usually follow them, will become much harder. It is already happening, says Ms Faber. She recently hired three world-class assistant professors whose salaries are now at risk. Other universities have begun to get in touch with them, she says, and they will probably leave. Their best students may go with them. “We are eating our seed corn,” the professor laments.

×¢£¨1£©£º±¾ÎÄÑ¡×ÔEconomist£»

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1. In the opening paragraph, the author introduces his topic by ______.

A) explaining a phenomenon

B) justifying an assumption

C) posing a contrast

D) making a comparison

2. The statement “It takes a year to destroy it.” £¨Line 8, Paragraph 1£© implies that ______.

A) it usually takes one year to destroy university excellence

B) university excellence is much harder to build than to destroy

C) it takes a short time to destroy university excellence

D) to build university excellence is more time-consuming than to destroy it

3. Clark Kerr designed the three-tiered system for California in order to ______.

A) make public higher education more available and recruit more talents

B) fulfill his job as the head of UC when Edmund “Pat” Brown was the governor

C) make public higher education more attractive than low taxes and cheap labour