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  3. "Nothing matters more to a child’s education than good teachers. " Anyone who’s ever had a Ms. Green or a Mr. Miller whom they r

"Nothing matters more to a child’s education than good teachers. " Anyone who’s ever had a Ms. Green or a Mr. Miller whom they r

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问题     "Nothing matters more to a child’s education than good teachers. " Anyone who’s ever had a Ms. Green or a Mr. Miller whom they remember fondly instinctively knows this to be true. And while "Who’s teaching my kid?" is an important question for parents to ask, there may be an equally essential(and rarely remarked upon)question—"Who’s teaching my kid’s teachers?"
    On Thursday, Secretary of Education Arne Duncan went to Columbia University’s Teachers College, the oldest teacher-training school in the nation, and delivered a speech blasting the education schools that have trained the majority of the 3. 2 million teachers working in U. S. public schools today. "By almost any standard, many if not most of the nation’s 1, 450 schools, colleges and departments of education are doing a mediocre(普通的)job of preparing teachers for the realities of the 21st century classroom, "he said to an audience of teaching students who listened with curiosity.
    Duncan’s speech raises another question:If most teacher colleges are "mediocre, " does that mean the teachers they produce are equally ordinary?
    One of the major problems with answering that question, says David Steiner, New York’s education commissioner, is that we simply don’t know, can’t know. It is nearly impossible in many states to tell which teachers produce the best student outcomes, let alone which teacher colleges.
    Which brings people like Steiner to a central concern: What good are teachers’ credentials if we can’t tell how much their students are learning?
    To that end, Duncan said. "I am urging every teacher-education program today to make better outcomes for students the primary mission. " He suggested that more states adopt a model currently being used in Louisiana in which student test scores in grades 4—9 are traced back to their teachers, who are in turn traced back to their place of training, whether it be an education school or an alternative certification program.
    "If you want to get more effective teachers, one of the obvious places to begin is to look at the supply side. " says George Noell. a researcher at Louisiana State University. Although such measures may seem a punishment to education schools, that’s not the point. Rather, the ideal situation would be to have schools use the feedback to improve the quality of their instruction.
    Concern over the ability of teacher colleges to produce effective teachers has long existed. As Duncan points out, one of his predecessors, Richard Riley, put education colleges on notice a full decade ago. The difference, as Duncan never misses an opportunity to say, is that the Federal Government now has financial incentives through which to effect change.
    Smart as they may be, trace-back programs are still likely to meet resistance. "Who wakes up one morning and says, ’ I want to be publicly accountable?’" says Noell. "That’s kind of scary for anybody. Nobody wants to be embarrassed. "
What do we know about trace-back programs according to the passage?
选项 A、Trace-back programs will scare and embarrass everybody.
B、In these programs some measures will be taken to punish education schools.
C、Some people might resist these programs for fear of accountability.
D、Every school uses feedbacks to instruct their students.
答案C
解析 根据题干关键词trace-back programs定位到文章最后一段：Smart as they may be，trace-back programsare still likely to meet resistance．“Who wakes up one morning and says，‘I want to be publicly accountable?’”’says Noell．可知，这些追查项目仍然可能会遇到一些阻力。因为，就像Noell所说的那样：没有人愿意早晨起来就说“我愿意公开地负责”。故C)项正确。
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