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1 | |
Which of the following did not happen as a result of the America 2000 report announced by the first President Bush? |
| | A) | Many states initiated school reform efforts. |
| | B) | The plan was continued in President Clinton's administration as Goals 2000. |
| | C) | The plan was attacked as public relations for the reelection of President Bush. |
| | D) | The plan's goals were fulfilled by the year 2000. |
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2 | |
Which of the following is not a goal of Goals 2000? |
| | A) | an increased high school graduation rate |
| | B) | leadership by American students in mathematics and science achievement |
| | C) | partnerships between higher education and public schools |
| | D) | safe schools |
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3 | |
A major flaw of the Goals 2000 plan was |
| | A) | it was over ambitious |
| | B) | certain goals were not clearly defined |
| | C) | its failure to address the tensions in requiring federal, state, and local decision making |
| | D) | all of the above |
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4 | |
School reform movements are primarily provoked by |
| | A) | teachers targeting areas that need improvement |
| | B) | parents threatening to withhold support from schools |
| | C) | political elections |
| | D) | dramatically new and potentially threatening social and economic conditions |
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5 | |
According to A Nation at Risk, the primary responsibility for identifying a national interest in education, particularly for the purpose of consensus for reform, belongs to |
| | A) | state governors |
| | B) | teachers unions |
| | C) | Parents and students |
| | D) | the federal government |
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6 | |
The authors believe that those pushing for consensus on reform do not see the connection between diversity and democracy as valuable. Which of the following is not evidence of this, according to them? |
| | A) | calls for standardized assessment of academic achievement |
| | B) | calls for a focus on a common nationwide set of values and content for curriculums |
| | C) | calls for school choice |
| | D) | calls for increased parental involvement |
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7 | |
David Tyack criticizes the notion of restructuring as a(n) |
| | A) | buzzword for making a few cosmetic changes in school systems |
| | B) | "all things to all people" concept that lacks teacher input |
| | C) | ineffective way of approaching school problems |
| | D) | all of the above |
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8 | |
The most prominent results of the first wave of school reform included |
| | A) | more rigorous academic standards for students |
| | B) | a dramatic decrease in the dropout rate |
| | C) | more recognition and higher standards for teachers |
| | D) | a and c above |
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9 | |
Equity and excellence concerns in education |
| | A) | are basically the same |
| | B) | are diametrically opposed to each other |
| | C) | have some common ground but frequently compete for the attention of policy makers |
| | D) | none of the above |
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10 | |
The first wave of school reform, according to Firestone, Fuhrman, and Kirst, didn't really have an impact on |
| | A) | improving the quality of instruction |
| | B) | the amount of information students were expected to learn |
| | C) | more intensive learning |
| | D) | a and c above |
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11 | |
The political-economic origins of the contemporary reform movement could be characterized as |
| | A) | a perception of poor performance by American schools in preparing students for the economy |
| | B) | the investment of American businesses in non-union sites and foreign countries |
| | C) | the partnership of business and state and federal government becoming |
| | D) | A good answer, but incomplete. Political-economic origins of the contemporary reform movement include a perception of poor performance by schools, the investment of business in non-union and foreign locations, and the business-government partnership assuming prominence in education reform. |
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12 | |
According to Stan Karp, the underlying message of America 2000 is |
| | A) | America needs to get back to a national curriculum to prosper |
| | B) | teachers need to take much greater responsibility for the success of their students |
| | C) | schools are meant to provide classical liberal educations for all students |
| | D) | business has the answers for educational problems |
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13 | |
The authors feel that national education plans have tended to ignore the effects of poverty and oppression on children's ability to learn. This conclusion owes something to |
| | A) | cultural deficit theory |
| | B) | genetic inferiority theory |
| | C) | critical theory |
| | D) | a and c above |
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14 | |
The authors disagree with Martin Haberman's conclusions that the public and the "experts" disagree on what is necessary for true school reform because |
| | A) | he never clearly defines who "the public" is |
| | B) | it is not clear what he suggests besides student achievement as a component of successful school reform |
| | C) | they believe many parents do not have the economic or political clout to make their opinions known |
| | D) | all of the above |
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15 | |
The definition of "learning to learn" skills, according to Action for Excellence, is |
| | A) | basic skills for younger students introduced prior to critical thinking skills |
| | B) | the kind of skills needed for highly skilled technology positions |
| | C) | minimal communication and computation skills for low-paid factory and service jobs |
| | D) | none of the above |
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16 | |
The contemporary school reform movement has the following in common with the previous efforts in the United States to educate Native Americans, African Americans, and women: |
| | A) | the main goal is to assimilate schoolchildren into the dominant culture |
| | B) | these efforts were primarily designed to benefit business or government interests and meet their needs |
| | C) | there is (was) consensus on the effectiveness of the educational initiatives involved |
| | D) | none of the above |
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17 | |
The ideology behind school reform as a popular theme for presidents and their administrations is a _________________ ideology. |
| | A) | nationalistic corporate liberalism |
| | B) | developmental democracy |
| | C) | progressive |
| | D) | none of the above |
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18 | |
Linda Darling-Hammond believes hat current school reform does not address |
| | A) | the fact that teachers have little voice in decision making |
| | B) | the need for improvement of clinical training and support at the beginning of teachers' careers |
| | C) | incentives for qualified teachers to work in disadvantaged central-city schools |
| | D) | b and c above |
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19 | |
The current President Bush has proposed, as an example of "national policy, local control" |
| | A) | mandated scores for students to reach in each grade or face retention |
| | B) | minimum criteria for teacher professional development tied to salaries |
| | C) | school prayer |
| | D) | the option of school choice for parents whose children's schools did not improve test scores over a period of two to three years |
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20 | |
Charters and vouchers are unlikely to have a lasting effect on public schooling, the authors argue, because |
| | A) | so few students could take advantage of these options, given the massive public school population |
| | B) | continuing constitutional church and state separation issues |
| | C) | educators and teachers unions tend to be liberal and therefore are constantly mobilized to fight such choices |
| | D) | a and b above |
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2002 McGraw-Hill Higher Education