题目

When University of California-Berkeley released a study this month showing alarmingly high teacher turnover (人员流动) rates at Los Angeles charter (特许) schools, I wasn‘t surprised. That‘s not shocking news at local charter schools. It‘s just that the study reminded me of something I‘d observed many times, starting with my niece. Bright and cheerful, my niece longed to teach high-needs children. She started out in the San Francisco public schools, where she was assigned to the district‘s toughest elementary school. Fifth-graders threw chairs across the room — and at her. Parents refused to show up for conferences. She wasn‘t willing to deal with this level of indifference and teacher abuse, so she switched to a highly regarded charter elementary school in the Bay Area where she poured her energy into her job and it showed. Her students‘ test scores were as high as those in a nearby wealthy school district, despite the obstacles these children faced. By her fourth year, however, my niece was worn out, running out of the energy it took to work with a classroom of sweet but deeply needy children who begged to stay in her classroom when it was time to leave. The principal‘s offer of a $10,000 raise couldn‘t stop her from giving notice. She went to work at that wealthy school district next door — for less money. Over the years, I‘ve met many teachers who have a passion for their work at charter schools, only to call them the next year and find they‘ve left. The authors of the Berkeley study hold the belief that the teachers leave because of the extraordinary demands: long hours, intense involvement in students‘ complicated lives, continual searches for new ways to raise scores. Even the strongest supporters of the reform movement acknowledge that raising achievement among disadvantaged students is the most challenging task. It‘s unlikely that we can build large-scale school reform on a platform of continual new demands on teachers — more time, more energy, more devotion, more responsibility — even if schools find ways to pay them better.   This is the bigger challenge facing schools. We need a more useful answer to the Berkeley study than ―Yeah, its really hard work.‖ 50. Why wasn‘t the author surprised at the problem? A. She had been informed of the problem by her niece. B. She had participated in the Berkeley study. C. She had noticed the phenomenon repeatedly. D. She had been warned of the problem by the media. 51. What can we learn about the students in the public school the author‘s niece taught? A. They were clever and cheerful. B. They were not disciplined. C. They were indifferent to each other. D. They were forced to learn by their parents. 52. The author‘s niece left the charter elementary school in the Bay Area because ______________. A. her hard work and devotion didn‘t pay off B. her work was not well received by the children C. the demanding work made her exhausted D. the mean principle offered her a low salary 53. Which of the following is probably the most difficult for teachers? A. Raising disadvantaged students‘ scores. B. Frequent involvement in students‘ lives. C. Indifference from students‘ parents. D. Long working time and much energy. 54. What is the author‘s comment on the current school reform movement? A. It will have a positive impact on education. B. It tends to be unsuccessful. C. It will make teachers more motivated. D. It demands more fund to meet the challenge. 答案：CBCAB

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