首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
High School Sports Aren’t Killing Academics [A]In this month’s Atlantic cover article, "The Case Against High-School Sports." Am
High School Sports Aren’t Killing Academics [A]In this month’s Atlantic cover article, "The Case Against High-School Sports." Am
admin
2015-03-13
27
问题
High School Sports Aren’t Killing Academics
[A]In this month’s Atlantic cover article, "The Case Against High-School Sports." Amanda Ripley argues that school-sponsored sports programs should be seriously cut. She writes that, unlike most countries that outperform the United States on international assessments, American schools put too much of an emphasis on athletics. " Sports are embedded in American schools in a way they are not almost anywhere else," she writes. " Yet this difference hardly ever comes up in domestic debates about America’s international mediocrity(平庸)in education. "
[B]American student-athletes reap many benefits from participating in sports, but the costs to the schools could outweigh their benefits, she argues. In particular, Ripley contends that sports crowd out the academic missions of schools: America should learn from South Korea and Finland and every other country at the top level of international test scores, all of whom emphasize athletics far less in school. Even in eighth grade, American kids spend more than twice the time Korean kids spend playing sports," she writes, citing a 2010 study published in the Journal of Advanced Academics.
[C]It might well be true that sports are far more rooted in American high schools than in other countries. But our reading of international test scores finds no support for the argument against school athletics. Indeed, our own research and that of others lead us to make the opposite case. School-sponsored sports appear to provide benefits that seem to increase, not detract(减少)from, academic success.
[D]Ripley indulges a popular obsession(痴迷)with international test score comparisons, which show wide and frightening gaps between the United States and other countries. She ignores, however, the fact that states vary at least as much in test scores as do developed countries. A 2011 report from Harvard University shows that Massachusetts produces math scores comparable to South Korea and Finland, while Mississippi scores are closer to Trinidad and Tobago. Ripley’s thesis about sports falls apart in light of this fact. Schools in Massachusetts provide sports programs while schools in Finland do not. Schools in Mississippi may love football while in Tobago interscholastic sports are nowhere near as prominent. Sports cannot explain these similarities in performance. They can’t explain international differences either.
[E]If it is true that sports undermine the academic mission of American schools, we would expect to see a negative relationship between the commitment to athletics and academic achievement. However, the University of Arkansas’s Daniel Bowen and Jay Greene actually find the opposite. They examine this relationship by analyzing schools’ sports winning percentages as well as student-athletic participation rates compared to graduation rates and standardized test score achievement over a five-year period for all public high schools in Ohio. Controlling for student poverty levels, demographics(人口统计状况), and district financial resources, both measures of a school’s commitment to athletics are significantly and positively related to lower dropout rates as well as higher test scores.
[F]On-the-field success and high participation in sports is not random—it requires focus and dedication to athletics. One might think this would lead schools obsessed with winning to deemphasize academics. Bowen and Greene’s results contradict that argument. A likely explanation for this seemingly counterintuitive(与直觉相反的)result is that success in sports programs actually facilitates or reflects greater social capital within a school’s community.
[G]Ripley cites the writings of renowned sociologist James Coleman, whose research in education was groundbreaking. Coleman in his early work held athletics in contempt, arguing that they crowded out schools’ academic missions. Ripley quotes his 1961 study, The Adolescent Society, where Coleman writes, "Altogether, the trophy(奖品)case would suggest to the innocent visitor that he was entering an athletic club, not an educational institution. "
[H]However, in later research Coleman would show how the success of schools is highly dependent on what he termed social capital, " the norms, the social networks, and the relationships between adults and children that are of value for the child’s growing up. "
[I]According to a 2013 evaluation conducted by the Crime Lab at the University of Chicago, a program called Becoming a Man—Sports Edition creates lasting improvements in the boys’ study habits and grade point averages. During the first year of the program, students were found to be less likely to transfer schools or be engaged in violent crime. A year after the program, participants were less likely to have had an encounter with the juvenile justice system.
[J]If school-sponsored sports were completely eliminated tomorrow, many American students would still have opportunities to participate in organized athletics elsewhere, much like they do in countries such as Finland, Germany, and South Korea. The same is not certain when it comes to students from more disadvantaged backgrounds. In an overview of the research on non-school based after-school programs, researchers find that disadvantaged children participate in these programs at significantly lower rates. They find that low-income students have less access due to challenges with regard to transportation, non-nominal fees, and off-campus safety. Therefore, reducing or eliminating these opportunities would most likely deprive disadvantaged students of the benefits from athletic participation, not least of which is the opportunity to interact with positive role models outside of regular school hours.
[K]Another unfounded criticism that Ripley makes is bringing up the stereotype that athletic coaches are typically lousy(蹩脚的)classroom teachers. "American principals, unlike the vast majority of principals around the world, make many hiring decisions with their sports teams in mind, which does not always end well for students. " she writes. Educators who seek employment at schools primarily for the purpose of coaching are likely to shirk(推卸)teaching responsibilities, the argument goes. Moreover, even in the cases where the employee is a teacher first and athletic coach second, the additional responsibilities that come with coaching likely come at the expense of time otherwise spent on planning, grading, and communicating with parents and guardians.
[L]The data, however, do not seem to confirm this stereotype. In the most rigorous study on the classroom results of high school coaches, the University of Arkansas’s Anna Egalite finds that athletic coaches in Florida mostly tend to perform just as well as their non-coaching counterparts, with respect to raising student test scores. We do not doubt that teachers who also coach face serious tradeoffs that likely come at the expense of time they could dedicate to their academic obligations. However, as with sporting events, athletic coaches gain additional opportunities for communicating and serving as mentors(导师)that potentially help students succeed and make up for the costs of coaching commitments.
[M]If schools allow student-athletes to regularly miss out on instructional time for the sake of traveling to athletic competitions, that’s bad. However, such issues would be better addressed by changing school and state policies with regard to the scheduling of sporting events as opposed to total elimination. If the empirical evidence points to anything, it points towards school-sponsored sports providing assets that are well worth the costs.
[N]Despite negative stereotypes about sports culture and Ripley’s presumption that academics and athletics are at odds with one another, we believe that the greater body of evidence shows that school-sponsored sports programs appear to benefit students. Successes on the playing field can carry over to the classroom and vice versa(反之亦然). More importantly, finding ways to increase school communities’ social capital is imperative to the success of the school as a whole, not just the athletes.
Amanda Ripley argues that America should learn from other countries that rank high in international tests and lay less emphasis on athletics.
选项
答案
B
解析
转载请注明原文地址:https://kaotiyun.com/show/Tgh7777K
0
大学英语六级
相关试题推荐
A、Yesterdaybeforedinner.B、Twodaysago.C、Lastweekend.D、Oneweekago.D细节题。女士说两个人已经有一周没有玩网球了。可知他们上次打球是在一周前。所以选D。
TheInternet,e-commerceandglobalizationaremakinganeweconomicerapossible.Bythemiddleofthe21century,capitalistm
A、Gettingrichquickly.B、Distinguishingoneself.C、Respectingindividualrights.D、Doingcredittoone’scommunity.B推理题在美国,当人们
A、Hewasasportsfan.B、Helovedadventures.C、Hedislikedschool.D、Helikedhair-raisingstories.B细节辨认题。短文开始就提到了JohnMuir的一生都
A、Themanisopposedtodrinking.B、Lastyear’sChristmasdinnerpartywasasuccess.C、Thewomandoesnotwanttogotothisye
A、Youshoulddolittleexercises.B、Youshouldtakesomeofyourfavoritefoods.C、Youshouldalwayskeepondiet.D、Youshould
A、Theyarebettershelteredfromalltheoutsidetemptations.B、Theyareusuallymoremotivatedtocompetewiththeirpeers.C、T
A、Maryshouldgetridofherpetassoonaspossible.B、Marywillnotbeabletokeepadoginthebuilding.C、Maryisnothappy
Somethingveryunusualhappenedabout80,000yearsago,asEarth’slasticeagewasgettingstarted.Sealevelsthathadbeendr
CeaseFireinUkraineA)SeparatistleadersinUkraineagreedMondaytojoinagovernmentdeclaredceasefireasafirststeptow
随机试题
患儿,男,3岁,右颈上部无痛性肿块半年。体检见右颈上部胸锁乳突肌前及表面有一肿块,3cm×4cm,质地软,有波动,边界不甚清,表面皮肤色泽正常。穿刺的液体最可能的性状为()
A、造成患者人身损害B、过失C、违法行为和损害结果之间有因果关系D、实施了违反卫生管理法律、行政法规、部门规章和诊疗护理规范、常规的行为E、医疗机构和医务人员医疗事故的主观方面
关于急性肺水肿的处理,错误的是
韩某向B市H区基层人民法院起诉要求与潘某离婚。法院受理此案后,传唤韩某与潘某按时到法院开庭。开庭当天,韩某觉得出庭诉讼有失自己身份,便委托律师钱某出庭;潘某因正住院治病,也委托律师赵某代为出庭,并让赵某带上了一份自己不同意离婚的书面意见和医院出具的住院治疗
下列关于做市商交易制度的说法中,正确的是()。Ⅰ.做市商报出特定证券卖出价格Ⅱ.投资者报出特定证券卖出价格Ⅲ.投资者报出特定证券买人价格Ⅳ.做市商报出特定证券买入价格
Pleaseadjustthe______,Ifeelterriblyhotandthirsty.
接上题,甲公司应确认的债务重组损失为()元。
Somegreatmeninsistthateducationshouldheconfinedtosomeparticularandnarrowend,andshouldissueinsomedefinitewor
Itisexcitingtoapplyforajobthatreallyappealstoyou.Inmakingyourapplication,thereareanumberofpointsforyou
(北京大学2006年试题)Anyparentwithachild【1】theagesof3and11cantellyou【2】technologyhascreptintonearly【3】aspectsofpl
最新回复
(
0
)