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  3. The Advantage of Education of Special Area School in Washington D.C. Coming to Washington, it took time to see the differenc

The Advantage of Education of Special Area School in Washington D.C. Coming to Washington, it took time to see the differenc

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问题            The Advantage of Education of Special Area School in Washington D.C.
    Coming to Washington, it took time to see the difference. As usual, everyone complained about public education. That’s an American pastime. But the more high schools I visited here, the more I realized this was— at least relatively speaking—the Shangri-la of American education. There were more schoois in one place than I had ever seen that fit my profiie-well-mixed, well-run, with families committed to strong instruction. They shrugged off neighbors who, betraying unexamined biases, wondered how they could send their kids to those schools.
    Other parts of the country share some of this good fortune: the San Gabriel Valley, the San Francisco peninsula, Houston, Dallas, Charlotte, Norfolk, much of urban Florida. This is subjective, of course, but I have data that shows the piaces most likely to have both challenging and diverse schools. Greater D.C. leads the list.
    When I returned to iocai education reporting after two decades as a foreign, national and business reporter, I started covering the Arlington and Alexandria schools. I was amazed. Arlington’s three regular high schools, Yorktown, Washington-Lee and Wakefield, and Alexandria’s T. C. Williams were almost exactly what I was looking for. I wandered further and saw there were plenty more like that—to name just a few, Mount Vernon, Stuart, South Lakes and Annandaie in Fairfax County; Bethesda-Chevy Chase, Springbrook, Blake and Gaithersburg in Montgomery County; Wilson, Duke Ellington and Bell (its name since changed to Columbia Heights) in the District. The outer ring of counties—Prince William, Loudoun, Anne Arundel and Charles—were all experiencing demographic shifts, but their schools, surprisingly, got better.
    So many parents and educators here agree on the worthiness of rigorous instruction for as many kids as possible, and on helping children appreciate their differences. The region has some advantages. Issues of national unity are woven into many parents’ working lives. Salaries are relatively high and stable, which means healthy school budgets. Smart school boards recruited wise superintendents, who picked the best principals, who found the most talented teachers, who gave students lessons rich in content and thought.
    I remember asking seniors in a government class at T. C. Williams about the differences between them. The teacher, Jack Esformes, had put in the same class Advan-ced Placement students heading for college and other students praying for the last bell. Weren’t they uncomfortable, all mixed together?
    They fiercely defended their pride at being one exciting class, with contributions from everyone. In their eyes, I was just another clueless visitor trying to stereotype them. I have the data backing up my impressions. But who wants to deal with that on New Year’s Eve?
    So cheek the stats yourself and tell me if I’m not right. By fortunate happenstance, with much work and talk, people of every sort have created schools in this region that have turned that overused word diversity into something real, and given a greater portion of our adolescents a better education than I have seen anywhere else.
What does the word "neighbors" in Para. 1 refer to?
选项 A、Neighboring schools.
B、Residents around here.
C、States next to Washington.
D、Rival schools nearby.
答案B
解析 语义理解题。根据题干提示定位到第一段。该词出现在第一段最后一句中。联系上下文町知，前文提到华盛顿的人喜欢对学校教育说长道短．但是作者发现这里的学校其实很好，所以尽管这人对学校表现出毫无来由的偏见，学校的好是尤可否认的事实，全然不用理会这些居民的言论。所以该词在这里是指“学校附近的居民”，故[B]正确。
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