SectionBTheGreatCharterTryoutA)LongbeforeSciAcademy,acharterschoolinNewOrleans,hadgraduateditsfirstseniorclass,theschoolwasbeingheapedwithaccolades.InSeptember2010,whenSciAcademywasjusttwoyearsold,its200excitedstudents—thenallfreshmenandsophomores—filedintoGreaterSt.StephenBaptistchurch,nextdoortotheschool.Togetherwithlocaldignitaries,journalists,andabrassband,thestudentswatchedonhugescreensastheleadersofsixcharterschoolsfromaroundthecountryappearedonTheOprahWinfreyShow.Attheendoftheshow,theywatchedasOprahhandedeachcharter-schoolleader—includingBenMarcovitz,SciAcademy'sfounder—a$1millioncheck.B)SciAcademyisaflagshipcharterschoolandamodelofthenewdata-driven,business-infusedapproachtoeducationthathaswonitsworshipinNewOrleans.AfterHurricaneKatrinain2005,educationreformerssweptawaywhatremainedofthetraditionalpublicschoolsinwhathadbeenoneofthenation'slowest-performingdistricts.Intheirplace,charterspromisedchoiceandincreasedaccountability.Morethan75percentofNewOrleanskidslandedinschoolscontrolledbytheso-calledRecoverySchoolDistrict,whichwasheavilydominatedbycharterschools.C)“ThistransformationoftheNewOrleanseducationalsystemmayturnouttobethemostsignificantnationaldevelopmentineducationsincedesegregation,”wroteNeeravKingsland,theCEOofNewSchoolsforNewOrleans,thecity'sleadingventure-philanthropygroupincubatinglocalcharterschools,ayearago.“NewOrleansstudentshaveaccesstoeducationalopportunitiesthatarefarsuperiortoanyinrecentmemory.”D)ButeightyearsafterHurricaneKatrina,thereisevidencethatthepictureisfarmorecomplicated.Seventy-ninepercentofRSDchartersarestillratedDorFbytheLouisianaDepartmentofEducation.SciisoneoftwoRSDhighschoolstoearnaB;therearenoA-ratedopen-admissionschools.Inaschoolsystemwithabout42,000mostlypoorAfrican-Americankids,everyyearthousandsareoutofschoolatanygiventime—becausetheyareonsuspension,havedroppedout,orareincarcerated.Evenatsuccessfulschools,suchasthehighlyregardedSciAcademy,largenumbersofstudentsnevermakeittograduation,andothersareunlikelytomakeitthroughcollege.E)FiguringoutwhathastakenplaceintheNewOrleansschoolsisnotjustamatterofinteresttolocalresidents.FromcitieslikeNewYorktotownslikeMuskegonHeights,Michigan,market-stylereformshavebeenwidelyconsideredastheanswertoAmerica'seducationalwoes.NewOrleanstellsusalotaboutwhatthesereformslooklikeinpractice.Andthecurrentrealityofthecity'sschoolsshouldbeenoughtogivepausetoeventhemostpassionatechartersupporters.F)Withitschain-linkfenceandcampusofmodule-likebuildings—theresultofacontinuingpost-HurricaneKatrinabuildingshortage—SciAcademydoesn'tlookmuchlikeamodelschool.Freshmen,wearingthepoloshirtsandkhakisoftheschooluniform,arerequiredtowalkalongstraightredlinesthatsnakethroughtheschool'sbreezeways.Placardsbearingslogans,suchas“NoShortCuts;NoExcuses”and“GoAboveandBeyond,”hangoverhead.G)EverythingatSciAcademyiscarefullydesignedtomaintaindisciplineandfocusontheschool'sprincipalmission,whichistogeteverystudentintocollege.Eachmorning,at8a.m.,theteachers,almostallwhiteandintheir20s,gatherforarousingthigh-slapping,hand-clapping,rap-chantingstaffrevivalmeeting,thebeginningofwhatwillbe,formost,a14-to16-hourworkday.Studentsarriveahalfhourlater,andifasked“Whyareyouhere?”and“Whatwillittake?”areexpectedtorespond“Tolearn”followedbyarecitationoftheschool'ssixcorevalues:“achievement,respect,responsibility,perseverance,teamwork,andenthusiasm.”H)Bothcurriculumandbehaviorareelaboratelyarranged.Askidsfileintoclass,ateacherhandsthemtheir“entryticket,”asurveythathelpsdeterminehowmuchstudentsretainedfromthepreviousclass.An“exitticket”distributedattheendofeachclassestablisheshowmuchkidshaveabsorbed.Informationfromtheexittickets,aswellasattendance,demeritsforbadbehavior,and“Scibucks”forgoodbehavior,arekeyedintotheScisoftwaresystembyteacherseverynighttohelpmonitorbothstudentandteacherperformance.I)Afterthestorm,thestatefiredthecity'sunionizedteachers,whoweremostlymiddle-agedAfrican-Americans,anactionthathasbeenchallengedincourt.Whileafewschoolshavehiredbackteacherswhoworkedinthepre-Katrinaschools,thecitynowreliesheavilyoninexperiencededucators—mostlyyoung,white,andfromoutoftown—whoarewilling,atleastintheshortrun,toputinexhaustinghours.Butatmanyschools,includingSciAcademy,plentyofteacherslastforlessthantwoyears.J)InNewOrleans,teacherswithcertificationsfromTeachforAmericanumbercloseto400,fivetimesthelevelafewyearsago.WithintheRSD,in2011,42percentofteachershadlessthanthreeyearsofexperience;22percenthavespentjustoneyearorlessintheclassroom,accordingto“TheStateofPublicEducationinNewOrleans,”a2012reportbythepro-chartCowenInstituteatTulaneUniversity.K)Inparttohelpwiththislackofexperience,charterschoolstrainteachersinhighlyregimentedroutinesthathelpthemkeepcontroloftheirclassrooms.Thecity'scharter-schooladvocatesarguethatintheaftermathofthestorm,whencharteroperatorshadtoscaleupquickly,theyneededtostartwithbasics:firstorderandsecurity,thenskillbuilding.“Kidsexpecthighschooltobedangerous.Theycometoschoolwiththeirbacksup,”explainsSciAcademy'sMarcovitz,agraduateoftheeliteMaretschoolinWashington,D.C.,andYaleUniversity.Hesaystheroutines—whichareborrowedfrommethodspioneeredbyKIPP,anationalcharterchainthatalsooperatesschoolsinNewOrleans—areintendedtokeepstudentsfocusedandfeelingsafe.L)InoneEnglishclasslastfall,ateacherwhohadbeenatSciforaboutayearheldforthonthefinepointsofgrammar,includingthesubtledifferencebetweenmodalandauxiliaryverbs.Asafewheadsdrifteddownward,sheemployedapopularcharter-schoolmanagementroutinetoholdtheclass'sattention.“SPARKcheck!”shecalled.Theacronymstandsforsitstraight;penciltopaper(orplacehandsfoldedinfront);askandanswerquestions;respect;andkeeptrackingthespeaker.M)“Headsup,sitstraight—15secondstogo,”shesaid,tryingtogetherstudents'attention.“AllscholarspleaseraiseyourhomeworkinTHREE,TWO,ONE.Weneedtosetagoalaroundhomeworkcompletion.Ionlyseeaboutonethirdcompletehomework.”N)It'salongwayfromthecity'scharterschoolroots.Inthe1990s,thecity'sfirstcharterschool,NewOrleansCharterMiddleSchool,wasbuiltonaprogressivecurriculumthatusedexperientialprojectsandelectives,suchasbicyclerepairandAfricandance,tofosteraloveoflearning.TheschoolbecamethemosthighlyratednonselectiveschoolinthecitybeforeitwasdevastatedduringHurricaneKatrina.ButwhileitsfounderswentontocreateFirstLine,nowoneoftheleadingcharteroperatorsinNewOrleans,theprogressiverootsofthechartermovementhavebeenswampedbythenewrealitiesofacompetitivechartermarketplace.O)Now,drivenbybothgovernmentpolicyandcharitablefunding—whichrewardsschoolsforpreparingstudentsforcollegeandpenalizesthosethatdon't—mostcharterhighschoolsinNewOrleansdescribethemselvesas“collegeprep.”Thismayseemanadmirablegoal.Butinaschoolsystemwherethenumberofeighthgraderswhopassedtheend-of-coursetestsrequiredtogetintohighschoolhas,accordingtotheCowenInstitute,virtuallystagnatedatabout60percent,thepushtowardcollegeleavesbehindmanyofthemostdisadvantagedkids,whoalreadyfaceenormoushurdlesbecauseofpoverty,parentalabandonment,andoneofthehighestratesofgunviolenceinthenation.Forsomeofthesestudents,collegeisnotnecessarilyarealisticgoal.1.Teachersincharterschoolsaretrainedinstrictandrigidwayssincemostofthemareinexperienced.2.Insteadofcarryingonitstraditionofbeingadvanced，NewOrleansCharterMiddleSchoolhastofollowmarketrulestosurviveandcompetewithotherschools.3.StudentsinNewOrleanshavegotthebesteducationopportunitytheyhaveeverhadinrecentyears.4.ManycharterhighschoolsinNewOrleansaretohelpstudentsentercollege,whichissupportedbygovernmentpolicyandattractsfunds.5.Traditionalpublicschoolshavebeencompletelyreformedinareaswithworstreputationoneducationqualityin2005.6.EvenschoolslikeSciAcademycannotkeepteachersforlong.7.Severalyearsago,therewereonlyabout80teacherswithqualifiedcertificationsinNewOrleans.8.EvenSciAcademy,whichenjoysahighreputation,failstohelpalotofstudentsgraduate.9.VariousinformationonstudentscanbetrackeddowninSciAcademy'scomputersystemstoensuretheteachingquality.10.TosolvetheproblemofAmericaneducation,manypeopleturntothefunctionofmarketasthekey.答案：1-5KNCOB6-10IJDHE【答案解析】1.K解析：題干意為，特許學(xué)校中的老師大多數(shù)沒有教學(xué)經(jīng)驗(yàn)，因而需經(jīng)受嚴(yán)厲而苛刻的訓(xùn)練。注意抓住題干中的關(guān)鍵詞trained和inexperienced。文章段落中，關(guān)于特許學(xué)校教師教學(xué)經(jīng)驗(yàn)的內(nèi)容在K段出現(xiàn)。該段第一句提到，為了部分地解決缺乏經(jīng)驗(yàn)的問題，特許學(xué)校讓老師們經(jīng)受嚴(yán)格管制的程式化訓(xùn)練，以便使他們能夠管理自己的班級(jí)。由此可見，題干是對(duì)原文的同義轉(zhuǎn)述，故答案為K。題干中的inexperienced與原文中的lackofexperience相對(duì)應(yīng)；strictandrigidways是原文中regimentedroutines的同義轉(zhuǎn)述。2.N解析：題干意為，新奧爾良特許中學(xué)沒有繼承先進(jìn)的傳統(tǒng)，只能遵循市場(chǎng)法則而生存，并與其他學(xué)校競爭。注意抓住題干中的關(guān)鍵詞NewOrleansCharterMiddleSchool和compete。關(guān)于新奧爾良特許中學(xué)與其他學(xué)校競爭的內(nèi)容在N段出現(xiàn)。該段最后一句提到，但是當(dāng)其創(chuàng)始人接著創(chuàng)辦FirstLine（當(dāng)今新奧爾良特許學(xué)校的領(lǐng)軍力量之一）時(shí)，特許運(yùn)動(dòng)中先進(jìn)的根基已經(jīng)被競爭強(qiáng)烈的特許市場(chǎng)的新現(xiàn)實(shí)所淹沒。這說明新奧爾良特許中學(xué)的先進(jìn)性受到了沖擊。題干是原文的同義轉(zhuǎn)述，故答案是N。3.C解析：題干意為，新奧爾良的學(xué)生近年來獲得了最好的教育機(jī)會(huì)。注意抓住題干中的關(guān)鍵詞opportunity和recent。關(guān)于新奧爾良學(xué)生教育機(jī)會(huì)的內(nèi)容在C段出現(xiàn)。該段最后一句提到，新奧爾良學(xué)生近年來得到的教育機(jī)會(huì)比以往要優(yōu)越得多。由此可見，題干是原文的同義轉(zhuǎn)述，故答案是C。4.O解析：題干意為，新奧爾良的許多特許學(xué)校旨在幫助學(xué)生升入大學(xué)，這一點(diǎn)獲得了政府政策的支持，并吸引了一些資金。注意抓住題干中的關(guān)鍵詞governmentpolicy和attractsfunds。關(guān)于政府對(duì)特許學(xué)校政策的內(nèi)容出現(xiàn)在O段。該段第一句提到，受政府政策和慈善資金的驅(qū)使（政策和資金獎(jiǎng)勵(lì)那些幫助學(xué)生升入大學(xué)的學(xué)校并懲罰那些無法做到的學(xué)校），大多數(shù)新奧爾良特許學(xué)校自稱“大學(xué)預(yù)科學(xué)?！?。由此可見，題干是原文的同義轉(zhuǎn)述，故答案是O。5.B解析：題干意為，2005年，那些教育質(zhì)量口碑極差地區(qū)的傳統(tǒng)公立學(xué)校經(jīng)歷了徹底的改革。注意抓住題干中的關(guān)鍵詞traditionalpublicschools和reformed。關(guān)于公立學(xué)校改革的內(nèi)容出現(xiàn)在B段中，該段第二句提到，2005年，在卡特里娜颶風(fēng)后，教育改革者們對(duì)該國教育質(zhì)量最低的地區(qū)之一的傳統(tǒng)公立學(xué)校進(jìn)行了全面改革。由此可見，題干是原文的同義轉(zhuǎn)述，故答案是B。題干中的worst與原文中的lowest相對(duì)應(yīng)。6.I解析：題干意為，甚至像SciAcademy這樣的學(xué)校也無法長久地留住教師。注意抓住題干中的關(guān)鍵詞SciAcademy和attractteachers。關(guān)于該校教師流動(dòng)情況的內(nèi)容出現(xiàn)在I段中，該段最后一句提到，許多學(xué)校，包括SciAcademy在內(nèi)，很多教師都堅(jiān)持不到兩年就離開了。由此可見，題干是原文的同義轉(zhuǎn)述，故答案是I。題干中的cannot…forlong與原文中的lessthantwoyears意思相當(dāng)。7.J解析：題干意為，幾年前新奧爾良大約只有80位左右有資質(zhì)證書的教師。注意抓住題干中的關(guān)鍵詞certifications。關(guān)于新奧爾良教師資質(zhì)的內(nèi)容出現(xiàn)在J段中。該段第一句提到，在新奧爾良，擁有美國教學(xué)證書資質(zhì)的教師數(shù)目接近400人，這是幾年前的5倍。由此可見幾年前擁有證書資質(zhì)的教師數(shù)量應(yīng)是現(xiàn)在的1/5左右，即80人左右。題干是原文的同義轉(zhuǎn)述，故答案是J。8.D解析：題干意為，甚至像SciAcademy這樣的享有良好口碑的學(xué)校也無法使其眾多學(xué)生順利畢業(yè)。注意抓住題干中的關(guān)鍵詞themajorityof和graduate。關(guān)于該校學(xué)生畢業(yè)的內(nèi)容出現(xiàn)在D段中，該段最后一句提到，即使在成功的學(xué)校，如享有盛譽(yù)的SciAcademy，該校很多學(xué)生也都無法畢業(yè)，其他的則很難升入大學(xué)。由此可見，題干意思與原文相符，故答案是D。題干中的alotof與原文中的largenumbersof為同義轉(zhuǎn)述。9.H解析：題干意為，關(guān)于學(xué)生的各種信息都能在SciAcademy的計(jì)算機(jī)系統(tǒng)中找到，以確保教學(xué)質(zhì)量。注意抓住題干中的關(guān)鍵詞information和computersystems。關(guān)于學(xué)生信息的內(nèi)容出現(xiàn)在H段。該段中最后一句提到，各種學(xué)生信息，諸如退場(chǎng)票、出勤、錯(cuò)誤行為以及嘉獎(jiǎng)良好表現(xiàn)用的“Sci幣”等均由教師每晚鍵入Sci軟件系統(tǒng)，以便監(jiān)測(cè)學(xué)生學(xué)習(xí)情況及教師授課情況。由此可見，題干是原文的同義轉(zhuǎn)述，故答案是H。題干中的computersystems是對(duì)原文softwaresystem的同義轉(zhuǎn)述。10.E解析：題干意為，為解決美國教育問題，許多人轉(zhuǎn)向市場(chǎng)功能作為解決的關(guān)鍵。注意抓住題干中的關(guān)鍵詞problem和market，關(guān)于如何解決美國教育問題的內(nèi)容出現(xiàn)在E段。該段第二句后半部分提出，市場(chǎng)化改革已被廣泛地認(rèn)為是解決美國教育困境的靈丹妙藥。由此可見，題干是對(duì)原文的同義轉(zhuǎn)述。題干中的problem與原文中的woes相對(duì)應(yīng)。全文譯文：大憲章的試用A）SciAcademy是新奧爾良的一所特許學(xué)校，在其第一屆大四學(xué)生畢業(yè)之前很久，該學(xué)校已經(jīng)備受稱贊。2010年9月，SciAcademy成立兩年之時(shí)，200名學(xué)生（當(dāng)時(shí)全是新生和二年級(jí)學(xué)生）興奮地涌入學(xué)校隔壁的圣史蒂芬浸信會(huì)教堂。學(xué)生們與當(dāng)?shù)卣?、記者及銅管樂隊(duì)一起觀看了巨型屏幕上播放的奧普拉脫口秀，全國六所特許學(xué)校的領(lǐng)導(dǎo)現(xiàn)身該節(jié)目。節(jié)目結(jié)束時(shí)，他們看到奧普拉給每所特許學(xué)校的領(lǐng)導(dǎo)，包括SciAcademy的創(chuàng)始人本·馬爾科維茨在內(nèi)，每人一張一百萬美元的支票。B）SciAcademy是一所一流的特許學(xué)校，它將新型的數(shù)據(jù)化及商業(yè)模式引入教育，并在新奧爾良備受推崇。[40]2005年，在卡特里娜颶風(fēng)后，教育改革者們對(duì)該國教育質(zhì)量最低的地區(qū)之一的傳統(tǒng)公立學(xué)校進(jìn)行了全面改革。在這里，特許學(xué)校承諾選擇權(quán)，加強(qiáng)問責(zé)制。新奧爾良超過75%的孩子進(jìn)入了所謂的恢復(fù)學(xué)區(qū)（RSD）管控的學(xué)校，特許學(xué)校是該區(qū)域的主流學(xué)校。C）一年前，“新奧爾良新學(xué)?！钡氖紫瘓?zhí)行官，該市培育當(dāng)?shù)靥卦S學(xué)校的主要風(fēng)險(xiǎn)慈善團(tuán)體負(fù)責(zé)人尼拉夫·金斯蘭寫道，“新奧爾良教育體系的變革有可能被證明是自廢除種族隔離之后全國教育發(fā)展最顯著的變革。[3]新奧爾良學(xué)生近年來得到的教育機(jī)會(huì)比以往要優(yōu)越得多?！盌）但是在卡特里娜颶風(fēng)發(fā)生八年后，有證據(jù)表明實(shí)際情況要復(fù)雜得多。RSD學(xué)區(qū)的特許學(xué)校中依然有79%被路易斯安那州教育部評(píng)為D或F級(jí)。Sci是RSD學(xué)區(qū)中兩所得到B級(jí)的高中之一；該學(xué)區(qū)沒有一所學(xué)校得到A級(jí)。在這個(gè)有著大約4.2萬名學(xué)生，其中大部分為貧困的非洲裔美國兒童的學(xué)區(qū)中，每年都會(huì)有成千上萬的學(xué)生在任意時(shí)間離開學(xué)校，他們或被暫令停學(xué)，或輟學(xué)抑或被監(jiān)禁。[8]即使在成功的學(xué)校，如享有盛譽(yù)的SciAcademy，很多學(xué)生也都無法畢業(yè)，其他的則很難升入大學(xué)。E）查明新奧爾良學(xué)校的事實(shí)真相并不僅為該地居民所關(guān)心。從紐約市到像密歇根MuskegonHeights那樣的小鎮(zhèn)，[10]市場(chǎng)化改革已被廣泛地認(rèn)為是解決美國教育困境的靈丹妙藥。新奧爾良讓我們看到了在實(shí)踐中這些改革的作用。而當(dāng)前該市學(xué)校的狀況應(yīng)該有足夠的理由讓那些最狂熱的特許學(xué)校支持者們暫時(shí)停下腳步。F）SciAcademy的鋼絲網(wǎng)圍欄和模塊化建筑——卡特里娜颶風(fēng)后建筑物持續(xù)匱乏的結(jié)果——使得這所學(xué)?？雌饋硪稽c(diǎn)也不像是所模范學(xué)校。穿著馬球衫和卡其褲校服的大一新生必須沿著筆直的紅線行走，這些紅線遍布校園的所有道路。寫有“沒有捷徑；沒有借口”和“超越”等口號(hào)的標(biāo)語牌在頭頂上懸掛著。G）SciAcademy的一切事情都經(jīng)過精心設(shè)計(jì)以維持學(xué)校的紀(jì)律及專注于學(xué)校的要?jiǎng)?wù)，學(xué)校的要?jiǎng)?wù)就是讓每一個(gè)學(xué)生都升入大學(xué)。每天上午8點(diǎn)，教師們，幾乎全是二十多歲的白人，集合起來開員工布道會(huì)。在會(huì)上，他們一邊又拍大腿又拍手，一邊嘴里念念有詞。這是他們當(dāng)中大多數(shù)人一天14至16小時(shí)工作的開始。學(xué)生們半小時(shí)后到達(dá)，需要回答問題，如“你為什么在這里？”或“你該怎么做？”，回答應(yīng)該是“學(xué)習(xí)”，