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  3. I have an uncle who was for years a Chicago public school teacher. Passionate and articulate about his subject, biology, Arnie c

I have an uncle who was for years a Chicago public school teacher. Passionate and articulate about his subject, biology, Arnie c

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问题     I have an uncle who was for years a Chicago public school teacher. Passionate and articulate about his subject, biology, Arnie cared a great deal about whether the kids learned in his class.
    But here’s the disturbing thing he recalls about his career;
    In the years that his classes were filled with kids from poor, broken homes who didn’t eat or sleep with any regularity, he worried that he wasn’t nearly as effective as he wanted to be. He reached some of the kids, sometimes, with some material, but not enough to his liking, no matter what he did or how hard he tried.
    When he changed schools and suddenly was teaching kids from middle-class families who valued education, he instantly became a brilliant teacher. His students progressed at a fast clip, and everything he did seemed to work.
    What some school reformers seem to forget is that the kids’ circumstances outside school affect their class performance; how much they eat, how much they sleep, how many words they heard when they were young, how many books were made available to them, the abilities and the disabilities with which they were born, etc.
    What happens in the classroom is incredibly powerful, but it is not the only thing that matters.
    This is why it was so disheartening to hear President Obama wade into a debate about last week’s firing of all of the educators at Central Falls High School in Rhode Island.
    The firings by the Central Falls school trustees made big headlines, not because reconstituting a school is new, but perhaps because it is the only school in the state’s poorest and smallest city, and because it was not reported as being the consequence of years of calculated efforts to fix the school(even if it was).
    Education Secretary Arne Duncan immediately applauded the move, saying the committee members were "showing courage and doing the right thing for kids. "
    And today, Obama felt the need to jump in, saying in a speech:
    "So if a school is struggling, we have to work with the principal and the teachers to find a solution. We’ve got to give them a chance to make meaningful improvements. But if a school continues to fail its students year after year after year, if it doesn’t show signs of improvement, then there’s got to be a sense of accountability."
    "And that’s what happened in Rhode Island last week at a chronically troubled school, when just 7 percent of 11th graders passed state math tests—7 percent. When a school board wasn’t able to deliver change by other means, they voted to lay off the faculty and the staff. As my Education Secretary Arne Duncan, says, our kids get only one chance at an education, and we need to get it right."
    One thing that Obama got right: the school board wasn’t able to deliver change, but, unfortunately, the school board didn’t fire itself. It fired all the administrators and teachers, as if they were the only things responsible for student failure.
    I wish someone would tell Obama the truth about school restructuring.
The author disagreed with Obama that______.
选项 A、the school failed to make meaningful improvement
B、the school had made great effort to fix itself
C、the faculty totally accounted for the failure of the students
D、the school board wasn’t able to deliver a change
答案C
解析 细节题。文中倒数第三、四段引述奥巴马的话，倒数第一、二段是作者的观点。由倒数第二段可知，作者并不同意奥巴马和学校董事会的观点，反而认为学生糟糕的表现不全是老师的原因，故[C]为正确答案。[A]是奥巴马提出的，作者没有反对，故排除；[B]的内容作者在第八段有所提及，而后文中奥巴马也没有指明说学校付出了巨大的努力，故排除；[D]出现在奥巴马的发言中，作者表示同意，故排除。
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