首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
职业资格
In the college-admissions wars, we parents are the true fighters. We’re pushing our kids to get good grades, take SAT preparator
In the college-admissions wars, we parents are the true fighters. We’re pushing our kids to get good grades, take SAT preparator
admin
2015-06-17
71
问题
In the college-admissions wars, we parents are the true fighters. We’re pushing our kids to get good grades, take SAT preparatory courses and build resumes so they can get into the college of our first choice. I’ve twice been to the wars, and as I survey the battlefield, something different is happening. We see our kids’ college background as a prize demonstrating how well we’ ve raised them. But we can’ t acknowledge that our obsession is more about us than them. So we’ ve contrived various justifications that turn out to be half-truths, prejudices or myths. It actually doesn’t matter much whether Aaron and Nicole go to Stanford.
We have a full-blown prestige panic; we worry that there won’t be enough prizes to go around. Fearful parents urge their children to apply to more schools than ever. Underlying the hysteria is the belief that scarce elite degrees must be highly valuable. Their graduates must enjoy more success because they get a better education and develop better contacts. All that is plausible—and mostly wrong. We haven’t found any convincing evidence that selectivity or prestige matters. Selective schools don’t systematically employ better instructional approaches than less selective schools. On two measures—professor’s feedback and the number of essay exams-selective schools do slightly worse.
By some studies, selective schools do enhance their graduates’ lifetime earnings. The gain is reckoned at 2-4% for every 100-point increase in a school’s average SAT scores. But even this advantage is probably a statistical fluke. A well-known study examined students who got into highly selective schools and then went elsewhere. They earned just as such as graduates from higher-status schools.
Kids count more than their colleges. Getting into Yale may signify intelligence, talent and ambition. But it’s not the only indicator and, paradoxically, its significance is declining. The reason: so many similar people go elsewhere. Getting into college isn’t life’s only competition. In the next competition—the job market and graduate school—the results may change. Old-boy networks are breaking down. Princeton economist Alan Krueger studied admissions to one top Ph.D. program. High scores on the GRE helped explain who got in; degrees of prestigious universities didn’t.
So, parents, lighten up. The stakes have been vastly exaggerated. Up to a point, we can rationalize our pushiness. America is a competitive society; our kids need to adjust to that. But too much pushiness can be destructive. The very ambition we impose on our children may get some into Harvard but may also set them up for disappointment. One study found that, other things being equal, graduates of highly selective schools experienced more job dissatisfaction. They may have been so conditioned to being on top that anything less disappoints.
Why do parents urge their children to apply to more schools than ever?
选项
A、They want to increase their children’s chances of entering a prestigious college.
B、They hope their children can enter a university that offers attractive scholarships.
C、Their children will have a wider choice of which college to go to.
D、Elite universities now enroll fewer students than they used to.
答案
A
解析
根据题干关键词定位到第二段。第一句中的“there won’t be enough prizes to go around”承接第一段,prizes指的是孩子的大学教育,父母担心孩子无法接受较好的高等教育,所以鼓励他们的孩子多申请学校,这样可以增加考进名牌大学的机会。故选A。
转载请注明原文地址:https://www.kaotiyun.com/show/IiCv777K
本试题收录于:
英语学科知识与教学能力题库教师资格分类
0
英语学科知识与教学能力
教师资格
相关试题推荐
19世纪中期英国的消费现象,就像莎士比亚提到的:“Thefashionwearsourmoreapparelthantheman.”(流行的衣服永远比人们能穿破的衣服要多)对此理解错误的是()。
设计任务:请阅读下面学生信息和语言素材,设计一节课的教学方案。教案没有固定格式,但须包含下列要点:teachingobjectivesteachingcontentskeyanddifficultpoints
根据提供的信息和语言素材设计教学方案,用英文作答。设计任务:请阅读下面学生信息和语言素材,设计一节英语读写课教学方案。教案没有固定格式,但须包含下列要点:teachingobjectivesteachingcon
A:It’sslippy.B:Blessyou.A:Thankyou.Thisexampleexplainsthatlanguagehas______function.
InEnglishteaching,teachersshouldNOTpayattentionto______.
Thatexperiencesinfluencesubsequentbehaviorisevidenceofanobviousbutneverthelessremarkableactivitycalledremembering
Toestablishtheevaluationindexsystemofevaluationofstudents’all-rounddevelopmentmustinclude______.
Ioncehadafriendthatwasdiagnosedwithterminalcancer,andthenewsthathemightonlyliveuptosixmonthswasagreats
CompulsoryEducationEnglishCurriculumCriteria(2011version)proposestheconceptthatEnglishteachingshoulddesignoverallg
DavidFengisnotatrainworkerorafrequentbusinesstraveler.However,inthefirstfivemonthsof2018,hemade166trainj
随机试题
资源子网与通信子网的主要区别是,前者主要是资源共享和分布计算,后者主要是通信和信息传输。()
汤剂处方正文内容不包括
A.胃溃疡B.十二指肠溃疡C.胃黏膜脱垂症D.肠结核E.原发性肝癌进食后腹痛加重见于
4月l0日,气温14~24.5℃,兽医院接诊一病马,体温38.9℃。主诉该马一直采用当地的采割的杂草为主饲喂,精料以玉米粉为主;最近总是刨蹄;常卧地四肢伸直,精神越来越差,粪便干硬,今晨屡现起卧症状,不吃料草。临检发现该马体况一般,耳鼻四肢温热,举尾呈现排
下列不属于税收保全措施实施要求的项目有()。
下列不属于重点领域立法的是()。
列宁认为,不能采取一般的暴力方式推翻资产阶级临时政府,因为这样做会同支持临时政府的苏维埃发生对立,会脱离群众。列宁提出的口号是“不给临时政府以任何支持”和“全部政权归苏维埃”,然后再在苏维埃内部开展斗争,把小资产阶级政党排除出苏维埃,建立无产阶级专政。列宁
Inthecompetitivemodel—theeconomyofmanysellerseachwithasmallshareofthetotalmarket—therestraintontheprivateex
TipsonReadingI.Three【T1】phasesofreading【T1】______—beforereading—inthecourseofreading—afterreadingII.Pre-rea
Itisthefirmbeliefofastronomers【C1】______therearelivingcreaturesonotherplanets.Itisalsotheirear-nestwishthat
最新回复
(
0
)