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  3. Good teachers matter. This may seem obvious to anyone who has a child in school or, for that matter, to anyone who has been a ch

Good teachers matter. This may seem obvious to anyone who has a child in school or, for that matter, to anyone who has been a ch

admin2012-06-02  60
问题     Good teachers matter. This may seem obvious to anyone who has a child in school or, for that matter, to anyone who has been a child in school. For a long time, though, researchers couldn’t actually prove that teaching talent was important. But new research finally shows that teacher quality is a close cousin to student achievement: A great teacher can cram one-and-a-half grades’’ worth of learning into a single year, while laggards are lucky to accomplish half that much.
    Yet, while we know now that better teachers are critical, flaws in the way that administrators select and retain them mean that schools don’t always hire the best.
    Failing to recognize the qualities that make teachers truly effective and to construct incentives to attract and retain more of these top performers has serious consequences. Higher salaries draw more weak as well as strong applicants into teaching — applicants the current hiring system can’t adequately screen. Unless administrators have incentives to hire the best teachers available, it’s pointless to give them a larger group to choose from. Study after study has shown that teachers with master’s degrees are no better than those without. Job experience does matter, but only for the first few years, according to research by Hoover Institution’s Eric A. Hanushek. A teacher with 15 years of experience is no more effective, on average, than a teacher with five years of experience, but which one do you think is paid more?
    This toxic combination of rigid pay and steep rewards for seniority causes average quality to decline rather than increase as teacher groups get older. Top performers often leave the field early for industries that reward their excellence. Mediocre teachers, on the other hand, are soon overcompensated by seniority pay. And because they are paid more than their skills command elsewhere, these less-capable pedagogues settle in to provide many years of ineffectual instruction.
    So how can we separate the wheat from the chaff in the teaching profession? To make American schools competitive, we must rethink seniority pay, the value of master’s degrees, and the notion that a teacher can teach everything equally well — especially math and science — without appropriate preparation in the subject.
    Our current education system is unlikely to accomplish this dramatic rethinking. Imagine, for a moment, that American cars had been free in recent decades, while Toyotas and Hondas sold at full price. We’d probably be driving Falcons and Corvairs today. Free public education suffers from a lack of competition in just this way. So while industries from aerospace to drugs have transformed themselves in order to compete, public schooling has stagnated.
    School choice could spark the kind of reformation this industry needs by motivating administrators to hire the best and adopt new strategies to keep top teachers in the classroom. The lesson that good teachers matter should be taught, not as a theory, but as a practice.
According to the text, which of the following is true?
选项 A、It’s always true that teachers’ quality is important.
B、Salaries in school are higher than those in other industries.
C、The average quality of the teachers in America is declining.
D、Administrators have many effective ways to choose best teachers.
答案C
解析 事实细节题。首先观察四个选项。[A]属于绝对表达。文章第一段已经提到，很长时间以来，研究者都无法证明教学人才很重要；可见，always并不正确。原文提到，正是因为教师工资低，优秀的老师才离开教育行业，[B]“学校的工资比其他行业要高”错误。[D]项说，管理者有很多办法来选择优秀的教师，而文章第二段提到，管理者在选择聘用老师时存在的缺点，使他们一直找不到优秀的老师，因此[D]也错误。文章开头先提到好老师的重要性，然后又说管理者总是聘用不到优秀老师，最后又拿汽车行业做比较．指出教育系统因缺乏竞争而停滞不前。因此，[C]“美国老师的素质一直在下降”是原文所表达的观点。
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