The Achievement Gap in the United States
The achievement gap in the United States refers to the observed, persistent disparity(差异)in measures of educational performance among subgroups of U. S. students, especially groups defined by socio-economic status, race and gender. The achievement gap can be observed on a variety of measures including standardized test scores, grade point average, dropout rates, and college enrollment and completion rates.
Research into the causes of the disparity in academic achievement between students has been ongoing since 1966. Many experts argue that achievement gaps are the result of more subtle environmental factors and “opportunity gaps” in the resources available to poor versus wealthy children.
Home environments have a stronger impact on school achievement than in-school factors, in part, because children spend more time outside of school than in school. Studies have found that children in poverty whose parents provide engaging learning environments at home do not start school with the same academic readiness gaps seen among poor children generally.
In addition, the out-of-school factors influencing academic performance differ significantly between children living in poverty and children from middle-income households. Being raised in a low-income family, for example, often means having fewer educational resources at home, in addition to poor health care and nutrition.
The achievement gap has become a focal point of education reform efforts by a number of non-profit organizations and advocacy groups. Attempts to minimize the achievement gap by improving equality of access to educational opportunities have been numerous, such as multicultural education, finance equalization, and interventions to improve school testing, teacher quality and responsibility.
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2 . Homesickness
The longing for the family has caused pain to writers and poets since the beginning of time. Most of us associate very strongly with the place of our birth or the place we have learned to call home.
When you left home to attend school, you may or may not have experienced homesickness to some degree.
Homesickness can strike any of us when we have moved to new surroundings and are being called upon to meet our needs in a different way and with different people. Each of us has a different tolerance for change and learned different methods for coping with unfamiliar surroundings.
A.The problem can be doubled for an international student struggling to fit in. |
B.It can hurt very much not to be able to go there physically in order to feel secure. |
C.Paradoxically(看似矛盾)homesickness can often “hit” after Christmas, when you come back after the break and the newness of university life has worn off. |
D.Homesickness can be a general term that represents grieving, feeling sad, feeling loss of meaning, fearing change, anticipating disappointment, or being lonely. |
E.There is no easy cure for homesickness but it certainly feels better to talk with someone else when you’re experiencing great sadness. |
F.Some students get very caught up in the excitement of new friends and activities and seem to forget about their former life entirely. |
3 . Deliberation is not always the best option
Humans have developed over millions of years of evolution to respond to certain situations without thinking too hard. If your ancestors
The question of when to trust your gut(直觉)and when to test your
Deliberative thinking is the feature of a well-managed workplace. Strategic changes and budget discussions are built on rounds of meetings, memos, formulas and presentations. Processes are increasingly designed to
Yet instinct also has its place. Some decisions are more connected to emotional responses and inherently(固有的)less
Gut instincts can also be
A.uncovered | B.spotted | C.blocked | D.encountered |
A.capacity | B.motive | C.reluctance | D.urge |
A.consultation | B.anticipation | C.assumptions | D.reaction |
A.integrates | B.matters | C.works | D.abuses |
A.bring out | B.pick out | C.make out | D.stamp out |
A.equals | B.comprises | C.beats | D.boosts |
A.manageable | B.adaptable | C.familiar | D.sensitive |
A.attention | B.opportunity | C.status | D.essence |
A.rough | B.tough | C.nervous | D.neutral |
A.improved | B.copied | C.transferred | D.weakened |
A.ensure | B.extinguish | C.clarify | D.assess |
A.undertook | B.outperformed | C.facilitated | D.paralleled |
A.Likewise | B.However | C.Consequently | D.Moreover |
A.anything | B.something | C.nothing | D.everything |
A.cooperate | B.prioritize | C.convince | D.strive |
The first time I invited a good friend not just over to but into my house, post-vaccination, without masks, I couldn’t even wait until she walked up to my door —I ran outside to greet her, and we hugged each other in the driveway. We both held on tight, as we took turns exclaiming how good it was to see each other. We
I’ve been a huger since middle school, when my friends and I