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| 1 | |
What percentage of all American youth enroll in college immediately after graduation? |
| | A) | approximately 10% (one-tenth) |
| | B) | slightly more than 25% (one-fourth) |
| | C) | slightly less than 33% (one-third) |
| | D) | more than 67% (two-thirds) |
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| 2 | |
Approximately what percentage of young people ages 14 to 17 attended school during the transition from the nineteenth to twentieth centuries? |
| | A) | 10% |
| | B) | 20% |
| | C) | 30% |
| | D) | 40% |
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| 3 | |
During the 1950s, when politicians felt that the United States had lost its scientific edge to the former Soviet Union, schools were called upon to: |
| | A) | offer more courses in science and math. |
| | B) | provide opportunities for work-study programs and classes in career education. |
| | C) | implement an array of preventive interventions. |
| | D) | desegregate compulsory education. |
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| 4 | |
During the 1970s, when social scientists felt that adolescents were growing up unfamiliar with the world of work, schools were called upon to: |
| | A) | offer more courses in science and math. |
| | B) | provide opportunities for work-study programs and classes in career education. |
| | C) | implement an array of preventive interventions. |
| | D) | desegregate compulsory education. |
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| 5 | |
In comparison to youngsters enrolled in American schools 50 years ago, today's high school students: |
| | A) | have a longer school year. |
| | B) | are more likely to be enrolled in school. |
| | C) | remain in school for more years |
| | D) | All of the above. |
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| 6 | |
Following the widespread industrialization during the late nineteenth century, the role of children and young adolescents in the workplace changed dramatically. All of the following are true except: |
| | A) | As productivity became more dependent on workers' use of machines, employers recognized that they needed employees who were more skilled than youngsters. |
| | B) | The few unskilled jobs that remained after industrialization required strength beyond the capacity of many youth. |
| | C) | Child labor laws narrowed and limited the employment of minors. |
| | D) | All of the above are true. |
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| 7 | |
The comprehensive high school was implemented in order to: |
| | A) | make sure adolescents attended school until they were at least 16. |
| | B) | provide technical training for youth who would contribute to the factory industry during World War II. |
| | C) | ensure that all adolescents would receive an education grounded in core subject areas. |
| | D) | allow adolescents to learn skills that would prepare youth for life in modern society. |
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| 8 | |
In response to widespread disappointment over the state of public education in America, increasing numbers of parents explored charter schools, government-subsidized school vouchers, and schools run by private corporations. Research comparing traditional public education to these alternatives suggests: |
| | A) | that charter schools are significantly more effective than traditional schools. |
| | B) | that government subsidized voucher programs lead to superior schooling. |
| | C) | that private corporations are more effective administrators of educational institutions than the states. |
| | D) | that such research findings are inconclusive, in that it is probably what takes place within a school that is most important, rather than the nature of funding and oversight. |
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| 9 | |
Social scientists generally agree that the decline of American education has become distressingly urgent within the: |
| | A) | rural areas of America. |
| | B) | suburban communities of America. |
| | C) | inner-city communities of America. |
| | D) | rural, suburban, and inner-city communities of American. |
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| 10 | |
There is a fair degree of consensus among education experts as to what constitutes a good school. Characteristics of good schools include all but: |
| | A) | good schools are composed of classrooms where students are active participants. |
| | B) | good schools have teachers whose freedom and autonomy are restricted by the school administration. |
| | C) | good schools are well integrated into the communities they serve. |
| | D) | good schools emphasize intellectual activities. |
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| 11 | |
According to the textbook, which of the following probably has the greatest influence on student achievement? |
| | A) | relationships with teachers |
| | B) | family background |
| | C) | classroom climate |
| | D) | school climate |
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| 12 | |
Which is not a viable explanation for the failure of school reform in urban schools? |
| | A) | the lack of a sufficiently large administrative structure to handle change successfully |
| | B) | the increasing concentration of poverty in many inner-city communities |
| | C) | many students in urban schools report less of a sense of "belonging" to their school |
| | D) | the erosion of job opportunities that has left inner-city youth with little incentive to do well in school |
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| 13 | |
As outlined in the textbook, which of the following is not a key aspect of school organization, |
| | A) | school and classroom size |
| | B) | tracking |
| | C) | ethnic composition of schools |
| | D) | school and classroom décor |
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| 14 | |
Larger high schools, some as large as several thousand students, are able to offer a more diverse selection of extracurricular activities to their students. What is another finding related to size of schools? |
| | A) | participation rates in extracurricular activities is higher in larger schools |
| | B) | students in larger schools have more opportunities to be participants, not observers |
| | C) | a student's chance of being able to participate is greater in a smaller school |
| | D) | students in large schools are more likely to be active in a wider range of activities |
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| 15 | |
Experts agree that the ideal size of a school for adolescents is between: |
| | A) | 200 and 600 students. |
| | B) | 600 and 900 students. |
| | C) | 900 and 1,200 students. |
| | D) | 1,200 and 1,500 students. |
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| 16 | |
With respect to school transitions, one of the most commonly reported findings is that students': |
| | A) | academic motivation and grades drop moving from elementary to middle school. |
| | B) | academic motivation drops but grades increase, suggesting an easier curriculum. |
| | C) | academic motivation increases, but grades fall as a result of more difficult courses. |
| | D) | academic motivation and grades increase on entering middle school. |
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| 17 | |
In comparison to elementary school teachers, junior high school teachers are more likely to: |
| | A) | be concerned about the emotional well being of students. |
| | B) | believe that students are trustworthy. |
| | C) | emphasize control and discipline. |
| | D) | feel that students' abilities are easily modifiable through instruction. |
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| 18 | |
Which one of the following is not consistent with Eccles' findings on the transition from elementary to middle school? |
| | A) | students' self-esteem tends to decrease during the transition to middle school |
| | B) | along with a decline in grades, students' standardized test scores also decline |
| | C) | students are more engaged when their teachers themselves are more engaged in their work |
| | D) | cultural stereotypes about adolescents may negatively bias teachers' attitudes toward students once they reach middle school age |
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| 19 | |
The educational practice of tracking involves: |
| | A) | following students throughout their academic career and charting their progress. |
| | B) | monitoring students in school hallways to be sure they attend classes. |
| | C) | grouping students based on ability and delivering instruction accordingly. |
| | D) | passing students into the next grade even when they are academically deficient. |
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| 20 | |
Which of the following classroom climates is likely to lead to students who are anxious, uninterested, and unhappy? |
| | A) | classes that are too task oriented |
| | B) | classes that encourage their students' participation but do not let the class get out of control |
| | C) | classes that combine a moderate degree of structure with high student involvement and high teacher support |
| | D) | classes that emphasize cooperation |
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| 21 | |
Which of the following is not a result of being placed in a higher ability track for a particular subject matter? |
| | A) | advanced tracking has a positive influence on school achievement |
| | B) | advanced tracking has a positive influence on ultimate educational attainment |
| | C) | advanced tracking leads to negative attitudes toward the course itself |
| | D) | advanced tracking influences future course selection as one moves through middle and high school levels |
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| 22 | |
What is most characteristic of a student who has been labeled as a gifted student? |
| | A) | they have scored 130 or higher on a test of intelligence (IQ) |
| | B) | their actual academic performance is significantly lower than their expected performance based on predictions from their intelligence test scores |
| | C) | their academic difficulties cannot be traced to emotional problems |
| | D) | their academic difficulties are presumed to be neurological in origin |
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| 23 | |
What accounts for the strong correlation between teacher expectations and student performance? |
| | A) | Teachers' expectations are often accurate reflections of their students' abilities. |
| | B) | Teachers' expectations actually create self-fulfilling prophecies that ultimately influence how their students behave. |
| | C) | Both A and B are true. |
| | D) | Neither A nor B is true. |
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| 24 | |
The integration of students with special needs or gifted students into regular classrooms is known as: |
| | A) | transitioning. |
| | B) | tracking. |
| | C) | segregating. |
| | D) | mainstreaming. |
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| 25 | |
Which of the following is not a reason that many educators support mainstreaming? |
| | A) | segregating students on the basis of their academic ability may encourage social isolation and stigmatization |
| | B) | mainstreaming tends to foster stigmatization and isolation |
| | C) | the psychological costs of separating adolescents with special academic needs outweighs the potential academic benefits |
| | D) | gifted students integrated into regular classrooms have more positive academic self-identity than do gifted students in special classes |
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| 26 | |
Julie has a learning disability and has been mainstreamed. Which of the following is Julie most likely to experience? |
| | A) | She will have more difficulty coping with school. |
| | B) | She participate more in school-based extracurricular activities. |
| | C) | She will have better relationships with her peers than students without disabilities. |
| | D) | She will report fewer social and behavioral difficulties. |
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| 27 | |
Research conducted on the short-term effects of school desegregation on minority students supports all of the following, except: |
| | A) | desegregation has surprisingly little impact on the achievement levels of either minority or majority youngsters. |
| | B) | minority youngsters' self-esteem is higher when they attend schools in which they are in the majority. |
| | C) | students do better psychologically when the cultural environment of their neighborhood is consistent with the cultural environment of their school. |
| | D) | students who attend schools that use busing practices report stronger feelings of attachment to their school than do students whose schools draw directly from the local neighborhood. |
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| 28 | |
Sarah attends a multiethnic school. Compared to schools that are less balanced, which of the following will Sarah probably not experience? |
| | A) | Sarah will get better grades |
| | B) | Sarah will feel safer |
| | C) | Sarah will feel less lonely |
| | D) | Sarah will be less harassed |
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| 29 | |
Strong communities, whether based in neighborhoods or schools, generate what has been called social capital, which refers to: |
| | A) | socioeconomic status. |
| | B) | interpersonal resources. |
| | C) | economic resources that lead to social gains. |
| | D) | social standing and influence. |
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| 30 | |
Which of the following factors has the least influence on students' behavior and achievement? |
| | A) | expectations teachers hold for students |
| | B) | the way classroom time is used |
| | C) | the size of the individual classes within a school |
| | D) | the way teachers interact with students |
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| 31 | |
Josephine has a disorder that is characterized by an impaired ability in arithmetic, which is called: |
| | A) | dyscalculia. |
| | B) | dysgraphia. |
| | C) | dyslexia. |
| | D) | ADHD. |
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| 32 | |
Alec has a disorder that is characterized by an impaired ability in reading or spelling, which is called: |
| | A) | dyscalculia. |
| | B) | dysgraphia. |
| | C) | dyslexia. |
| | D) | ADHD. |
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| 33 | |
What is one reason that the prevalence of ADHD declines with age? |
| | A) | Some individuals develop better attentional and impulse control as they mature from childhood into adolescence and adulthood. |
| | B) | The disorder typically "goes away" after early adolescence. |
| | C) | Adults are able to take certain medications that are not available to children and adolescents. |
| | D) | None of these statements are true. |
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| 34 | |
The most satisfactory school climate is one that combines a moderate degree of structure with high student involvement and high levels of teacher support, which most closely approximates which of the following parenting styles (see Chapter 4)? |
| | A) | authoritarian |
| | B) | authoritative |
| | C) | indifferent |
| | D) | indulgent |
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| 35 | |
Violence is an all-too-prevalent feature of the school climate in the United States, where 1 in 4 students has reportedly been a victim of violence in or around school. However, the reality and the perception of school violence may not always be one and the same. Which of the following is inaccurate with respect to school violence in the United States? |
| | A) | A disproportionate number of homicides in schools involve non-White youth, both as perpetrators and victims. |
| | B) | More children and adolescents are killed at home or in the community than in or around schools. |
| | C) | Lethal school violence is actually pretty rare. |
| | D) | It is possible to accurately predict which students will commit acts of lethal violence. |
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| 36 | |
What is the get-touch approach to violence prevention in schools referred to as? |
| | A) | zero tolerance |
| | B) | No Child Left Behind |
| | C) | tracking |
| | D) | standards-based reform |
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| 37 | |
In studying teacher expectations and school performance, Jussim and Eccles found that there is a stronger association between teacher expectations and student performance for students who are academically: |
| | A) | strong. |
| | B) | above average. |
| | C) | average. |
| | D) | weak. |
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| 38 | |
An example of the phenomenon of self-fulfilling prophecy is: |
| | A) | the more teachers expect from students, the less students are likely to produce. |
| | B) | the less teachers expect from students, the more students are likely to produce. |
| | C) | the more teachers expect from students, the more students are likely to produce. |
| | D) | students generally can accurately predict the grade they will earn in a course. |
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| 39 | |
Which of the following classroom climates is likely to contribute to student engagement? |
| | A) | Teachers need to provide opportunities for students to genuinely display their competencies. |
| | B) | Schools should try to facilitate students' feelings of belonging to their school. |
| | C) | Teachers should assign work that is interesting, fun, and relevant to the real world. |
| | D) | All of these features contribute to student engagement. |
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| 40 | |
Aside from the academic agenda, most adolescents view school as a primary setting for: |
| | A) | career development. |
| | B) | socializing. |
| | C) | cognitive development. |
| | D) | psychosocial development. |
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| 41 | |
Which of the following would not lead to greater student engagement in the classroom, according to Newmann? |
| | A) | the use of a rigid class structure and lecture format |
| | B) | providing students with opportunities to genuinely display their competencies |
| | C) | facilitating students' feelings of belonging to their school |
| | D) | assigning students work that is authentic in that it is interesting, fun, and relevant to the real world |
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| 42 | |
According to the textbook and in regard to the "big-fish—little-pond effect," which of the following statements is not supported? |
| | A) | Individuals who attend high school with high-achieving peers feel worse about themselves than comparably successful individuals with lower-achieving peers. |
| | B) | This phenomenon has only been documented in the United States. |
| | C) | Being a big fish in a little pond is helpful for admission to college. |
| | D) | Gifted students might not be better off psychologically in classes restricted to high-achieving students. |
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