Answer Key about Schools Part 1

Schools Multiple Choice 1. Secondary education refers to: A) second grade. B) middle school, junior high school, and high school. C) college. D) graduate school. Answer: B 2. According to Jacquelynne Eccles, a thorough understanding of school and its impact on adolescent development requires an examination of: A) what goes on beyond the classroom. B) what goes on in the classroom. C) the influence that parents have on their children’s education. D) educational contexts outside of the United States. Answer: A 3. In America today, what percentage of individuals between the ages of 14 and 17 are in school? A) 25 B) 50 C) 75 D) virtually all individuals Answer: D 4. The practice of moving students from one grade to the next regardless of their academic performance is known as what? A) affirmative promotion B) social promotion C) standardized promotion D) equality promotion Answer: B 5. The average American school year is _____ days long. A) 100 B) 150 C) 180 D) 220 Answer: C 6. Compared with their counterparts from previous decades, today’s American adolescents: A) spend more days per year in school. B) spend fewer days per year in school. C) are absent from school more often. D) are less likely to continue their schooling beyond the 12th grade. Answer: A 7. Today, the typical student attends nearly ____ of his/her classes throughout the year. A) 50% B) 75% C) 90% D) 100% Answer: C 8. Not only are schools the chief educational arena for adolescents, but they also play an extremely important role in: A) defining the young person’s social world and social network B) shaping psychosocial development C) the development of motivations, aspirations, and expectations D) all of the above Answer: D 9. Changes in the structure of secondary schools have been linked to broader societal revolutions. All of the following factors have contributed to these changes, except: A) industrialization. B) urbanization. C) immigration. D) intellectualization. Answer: D 10. Which of the following is NOT a factor that moved children out of the workplace? A) discrimination against young workers B) a need for workers who are more skilled and more reliable than children C) the strength needed to perform unskilled labor D) child labor laws Answer: A 11. Amy, a social reformer in the early 20th century, would have likely considered all of the following to be good reasons to push for secondary education, except: A) it is viewed as a way to improve life circumstances for the poor and working classes. B) it is a way to reduce crime by keeping youngsters off the streets. C) it is a way to help immigrants assimilate into the American culture. D) it is effective in increasing the economic development of the United States. Answer: D 12. In addition to the school year being longer than it was in the past: A) adolescents remain in school for more years B) adolescents remain in school for less years C) adolescents have more absences (both excused and unexcused) D) a smaller percent of adolescents actually complete compulsory education Answer: A 13. Prior to the early twentieth century, high schools were designed: A) to keep delinquent children out of trouble. B) for elite youngsters. C) to offer vocational instruction. D) to provide general education. Answer: B 14. During the 1920s, the _____ was designed to meet the needs of a diverse and growing population of young people. A) comprehensive high school B) middle school C) vocational school D) parochial school Answer: A 15. As discussed in the textbook, during the 1950s, how did the U.S. respond when politicians felt the United States had lost its scientific edge to the former Soviet Union? A) increased attention was paid to religious and moral education B) requirements for classes in European history were intensified C) students were obligated to take more foreign language courses D) increased emphasis was placed on math and science education Answer: D 16. During the 1970s, educational reformers sought to promote greater emphasis on _____ in the school curriculum. A) traditional academic subjects B) general education courses C) career and experiential programs D) liberal arts programs Answer: C 17. International comparisons of student achievement consistently found that American youngsters were faring poorly. Noting that America was losing its competitive edge in the world market, what did reformers call for? A) schools to be desegregated B) more academic rigor C) schools to employ tracking programs D) work-study programs and classes in career education. Answer: B 18. According to the textbook, which of the following resulted from standards-based reform: A) educators could not agree on the body of knowledge and skills that comprised what high school graduates should know and be able to do B) large numbers of students did, in fact, acquire the knowledge and capabilities assessed on standardized graduation examinations C) minority adolescents were 9 times more likely to fail standardized examinations D) female adolescents were 4 times more likely to fail standardized examinations Answer: A 19. Diane Ravitch, and educational historian, argues that the problem with the comprehensive high school has been a lack of focus. Which of the following is NOT one of the beliefs she argues has interfered with successful educational reform: A) that schools can solve any social or political problem B) that only a portion of youngsters are capable of benefiting from a high-quality education C) that imparting knowledge is relatively unimportant and that schools should focus on engaging students in activities and experiences D) that parents need to grant their children more independence Answer: D .20. Mr. Edwards is the principal at a public school and has just read a research study that discussed ways to maximize student’s success. The main message of the research study was that what takes place within a school is probably more important than the nature of its funding and oversight. Based on what you learned from the textbook, what do you think the researchers argued that schools should focus on? A) the ways in which schools train, certify, place, and compensate teachers B) successfully tracking students C) trying to become a private school D) allowing students to choose more of their coursework Answer: A 21. Some critics of the No Child Left Behind act argued that it was having the unintended consequence of: A) increasing the standards of education in America B) ensuring that all students, regardless of their economic circumstances, achieve academic proficiency C) schools testing and reporting the results of students’ performance to the public D) providing incentives for schools to push low-achieving students out of school Answer: D 22. President Obama’s education secretary suggested what to address the problem of the statedependent standards in the No Child Left Behind act? A) the need to have higher standards for higher achieving students B) the need to have a set of common standards across all 50 states C) the need for some students to be granted extended periods of time to complete standardized assessments D) the need for two sets of standards for each state (one for higher achievers and one for lower achievers) Answer: B 23. Educational historian Diane Ravitch believes that: A) the basic problem with the comprehensive public high school is lack of focus. B) schools should be designed to teach students how to solve social and political problems. C) not all students are capable of benefiting from high-quality education. D) it is more important for students to focus on activities and experiences than on gaining knowledge. Answer: A 24. Experts are likely to express all of the following reasons for the failure of school reform, except: A) concentration of poverty in many inner-city communities has produced a population of students with an array of personal and situational problems B) many urban school districts are burdened by the huge administrative bureaucracies that often impede reform and hinder educational innovation C) students in urban school report less of a sense of “belonging” to their school D) the explosion of job opportunities in inner-city communities have left many students leaving school to pursue careers. Answer: D 25. Which of the following statements about classroom environment is true? A) Moderate, rather than strict, control in the classroom promotes positive student behavior. B) Classroom climate has little effect on achievement. C) Teachers who focus on discipline promote the most positive climate. D) Classrooms that are very task oriented tend to make students feel more comfortable and secure. Answer: A 26. Annie is an adolescent enrolled in Mr. Love’s science class. Annie will most likely do best in class when Mr. Love: A) spends a high proportion of time setting up fancy equipment B) spends a high proportion of time teaching lessons C) spends a high proportion of time confronting and dealing with disciplinary actions D) restricts praise to times when students perform exceptionally well Answer: B 27. Mrs. Denny wants to provide the best educational opportunities for all of the students in her high school. As school principal, she should: A) make sure that no class has more than 25 students. B) keep remedial classes small, but not worry if other classes have as many as 40 students. C) keep class size between 35 and 40 students. D) merge with the neighboring high school so together they offer students more resources. Answer: B 28. Which of the following research findings does NOT provide evidence to support the achievement gap between White and nonwhite youngsters? A) 12 percent of the high schools in the U.S. produce half of the country’s drop-outs, and nearly half the nation’ black and Latino students attend one of these schools B) In the District of Columbia, which serves a predominately Black population, only 8 percent of all eight-graders are judged proficient in math, and only 12 percent in reading C) In California, 8th grade White students who are proficient in math outnumber Latino students by a ratio of 4 to 1. D) The assessments of Harlem Children’s Zone indicated that White and nonWhite students performed equally well. Answer: D 29. Which of the following statements is true? A) As class size increases, academic achievement decreases. B) As class size increases, academic achievement increases. C) As school size increases, academic achievement increases. D) As school size increases, academic achievement decreases. Answer: D 30. Which has a greater effect on students’ scholastic achievement: school size or class size? A) school size B) class size C) both school size and class size are extremely important D) neither school size nor class size has an impact on students’ achievement Answer: A 31. Comparisons of large and small schools reveal that: A) small schools actually offer more varied curricula. B) students in large schools are more likely to participate in school activities. C) small schools have more material resources. D) students in small schools are more likely to participate in school activities. Answer: D 32. According to evidence cited in the text, the ideal size of a school for adolescents is between: A) 100 and 500 students. B) 200 and 600 students. C) 600 and 900 students. D) 2000 and 4,000 students. Answer: C 33. Which of the following is NOT a benefit that small schools offer? A) more participation in extracurricular activities by all students B) more students can take leadership positions and responsibility C) more varied instruction D) students feel more connected Answer: C 34. Mitch attends a high school where 95% of the students are involved in extracurricular activities. This probably also will mean that at Mitch’s school: A) teachers track their students. B) academic standards are low. C) student enrollment is low. D) there is more variation in instruction. Answer: C 35. Marnia attends a school with seventh and eighth graders as well as adolescents who are 1 or 2 years younger. This type of educational institution is called a: A) junior high school. B) parochial school. C) comprehensive high school. D) middle school. Answer: D 36. To reduce the decline of students’ academic knowledge, the Carnegie Corporation Council on Adolescent Development recommends all of the following, except: A) divide middle schools into units of 50 to 100 students. B) provide smaller units within schools to reduce students’ feelings of anonymity. C) hire teachers who have special training in adolescent development. D) strengthen ties between schools and the communities in which they are located. Answer: A 37. Jillian’s family is moving to another town. Her parents are concerned that Jillian will have a difficult time adjusting to the new school. In which of the following areas should they anticipate disruptions for Jillian? A) academic performance B) behavior C) self-image D) all of the above Answer: D 38. Debbie is moving from elementary school into middle school. We would expect her to experience declines in all of the following, except her: A) standardized test scores. B) academic performance. C) motivation. D) self-image. Answer: A 39. Jacquelynne Eccles describes all of the following changes in school environment when moving from elementary school to middle school or junior high school, except that: A) middle and junior high schools are larger and more impersonal. B) teachers in middle and junior high schools feel more confident in their teaching abilities. C) teachers in middle and junior high schools are less likely to trust their students. D) teachers in middle and junior high schools are more likely to believe that students’ abilities are not easily modified through instruction. Answer: B 40. Jacquelynne Eccles believes that ________ a negative effect on junior high school teachers, which then affects the teachers’ interactions with their students. A) the organization and anonymity of junior high schools have B) positive stereotypes teachers hold about adolescents have C) the overemphasis placed on academic achievement has D) concerns about our valueless society have Answer: A 41. Eccles argues that the difficulty adolescents experience in the transition to junior high school is a result of the: A) increased pressure from parents to succeed. B) teachers’ beliefs about junior high students. C) change in curriculum and choice of extracurricular activities. D) increased class size. Answer: B 42. One study described in the textbook indicated that, among Black and Latino students, transitioning to a school where the proportion of students from the same ethnic background is lower than it had been at their previous school is associated with all of the following except: A) greater disengagement from school B) greater engagement in school C) lower grades D) more frequent absences Answer: B 43. ________ involvement has been found to enhance the adjustment of low-income students in their transition to middle school. A) Parental B) Community C) Neighborhood D) Personal Answer: A 44. Decisions about whether to implement tracking in non-tracked schools, or whether to “detrack” schools that use ability grouping, are typically quite controversial; not surprisingly, parents of students in the higher tracks _____, while parents in the lower tracks _____. A) favor the practice; oppose it B) oppose it; favor the practice C) favor the practice; are indifferent D) are indifferent; favor the practice. Answer: A 45. The process of separating students into different levels of classes within the same school is called: A) mainstreaming. B) desegregation. C) acceleration. D) tracking. Answer: D 46. Even though Scott has some difficulty in English, his school places him in the highest track. Scott’s school follows which type of tracking system? A) exclusive B) comprehensive C) meritocratic D) inclusive Answer: D 47. Placing students in tracks that match their abilities is called: A) exclusive. B) comprehensive. C) meritocratic. D) inclusive. Answer: C 48. Which of the following statements about tracking is false? A) Teaching quality is more or less the same in different tracks. B) Students who are tracked tend to socialize mainly with peers from the same academic group. C) Tracking can cause hostility between students in different tracks. D) Tracking procedures often discriminate against minority and poor students. Answer: A 49. Of these students who were initially placed in a low track, ________ is most likely to be moved to a higher track. A) Selena, a Latina, B) Clay, a Black adolescent, C) Sarah, a White adolescent D) Rebecca, a Native American, Answer: C 50. Sex bias in tracking students in junior and senior high schools is most evident in which subject? A) social science B) math C) English D) history Answer: B 51. Professor Lerner is investigating sexism in tracking in same-sex schools and in coeducational schools. She is likely to find: A) more sexism in all-boys schools than in other schools. B) more sexism in all-girls schools than in other schools. C) more sexism in coeducational schools than in same-sex schools. D) sexism exists in all of these schools. Answer: D 52. According to the text, _____ do better in math during elementary school and _____ are more likely to be enrolled in advanced math classes in high school. A) boys; girls B) girls; boys C) boys; boys D) girls; girls Answer: B 53. Taisha was discouraged from taking math classes throughout her high school years. Although she is intelligent, a likely long-term implication of this biased tracking is that Taisha will: A) not pursue a college education. B) miss the opportunity to pursue certain careers for which she may be well qualified. C) attempt to take these classes on her own. D) bring a lawsuit against her school for discrimination. Answer: B 54. Sarah was placed in an advanced track at school. Which of the following is Sarah NOT likely to experience? A) more challenging instruction B) better teaching C) classroom activities that emphasize critical thinking D) classroom activities that emphasize rote memorization Answer: D 55. According to the textbook, being placed in a more advanced track has which of the follow effects: A) negative influence on school achievement B) positive influence on subsequent course selection C) negative influence on ultimate educational attainment D) positive effect on retaining a strong interest in school Answer: B 56. According to a recent analysis of national data discussed in the textbook, Black students were especially likely to be enrolled in: A) average-track math and science classes but lower-track English classes. B) lower-track English classes, even after taking into account students’ socioeconomic status. C) lower-track math classes in school in which Blacks are in the minority, even after taking into account students’ qualifications D) lower-track math classes in schools in which students are required to take placement exams. Answer: C 57. Which of this following is a mechanism by which higher socioeconomic parents help their children become enrolled in higher-track classes? A) adolescents from more well-off families more frequently consult with their parents about what courses to take B) higher socioeconomic parents frequently succeed in lobbying their child’s school for a changed track placement C) both A and B D) none of the above Answer: C 58. Michelle has been placed in a school program for gifted children. She was probably selected because she: A) has a high IQ. B) is a creative thinker. C) developed language skills early. D) earns good grades. Answer: A 59. A learning disability: A) is related to emotional problems such as divorce. B) may be caused by a neurological problem. C) is usually related to hearing impairments. D) can be corrected with special tutoring. Answer: B 60. Although Chris is significantly delayed developmentally he goes to a regular grade school, takes classes in social studies, music, and physical education with the non-handicapped students, and goes to special classes to learn about reading and arithmetic. This situation is an example of: A) mainstreaming. B) functional education. C) higher-order learning. D) education compensation. Answer: A