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  3. While the mission of public schools has expanded beyond education to include social support and extra-curricular activities, the

While the mission of public schools has expanded beyond education to include social support and extra-curricular activities, the

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问题     While the mission of public schools has expanded beyond education to include social support and extra-curricular activities, the academic schedule has changed little in more than a century.
    Reclaiming the school day for academic instruction and escaping the time-bound traditions of education are vital steps in the school-reform process, says a report released today by the National Education Commission on Time and Learning.
    The commission’s report, titled "Prisoners of Time," calls the fixed clock and calendar in American education a "fundamental design flaw" in desperate need of change. "Time should serve children instead of children serving time," the report says.
    The two-year commission found that holding American students to "world-class standards," will require more time for classroom instruction. "We have been asking the impossible of our students—that they learn as much as their foreign peers while spending half as much as in core academic subjects," it states.
    The Commission compared the relationships between time and learning in Japan, Germany, and the United States and found that American students receive less than half the basic academic instruction that Japanese and German students are provided. On average, American students can earn a high school diploma if they spend only 41 percent of their school time on academics, says the report.
    American students spend an average of three hours a day on "core" academics such as English, math, science, and history, the commission found. Their report recommends offering a minimum of 5.5 hours of academics every school day.
    The nine-member commission also recommends lengthening the school day beyond the traditional six hours.
    "If schools want to continue offering important activities outside the academic core, as well as serving as a hub for family and community services, they should keep school doors open longer each day and each year," says John Hodge Jones, director of schools in Murfreesboro, Term., and chairman of the commission.
    The typical school year in American public schools is 180 days. Eleven states allow school years of 175 days or less, and only one state requires more than 180 day.
    "For over a decade, education reform advocates have been working feverishly to improve our schools," says Milton Goldberg, executive director of the commission. "But… if reform is to truly take hold, the six-hour, 180-day school year should be put in museums—an exhibit from our education past."
American students differ from those in Japan, Germany in that ________.
选项 A、they stay at school for a shorter time every day
B、they learn as much as their counterparts abroad
C、they devote less time to academic learning
D、they earn a high school diploma more easily
答案C
解析 题目是将美国学生和日本、德国学生在某些方面进行比较。根据关键词可定位到第五段第一句。该句前半部分提到比较学生学习时间和学习之间的关系(compared…between time and learning)，A项和C项与此相关，其后found后的宾语从句则用比较级less than表示美国学生得到的基础学术教育不及日本和德国学生的一半，由此可知，C项符合文意，故为正确答案。D项最具干扰性，第五段末句提到美国学生只要把在校时间的41％用于学术科目就可以得到中学毕业证了。但是，时间用得少并不意味着毕业容易，而且此细节与美国、日本、德国学生之间的比较无关，故D项为过度推断。文中并未比较美国、日本、德国学生在校时间的长短，故A项错。第四段末句确实提到美国学生与国外的学生学一样多的东西，但这并非美国学生与国外学生的区别，B项答非所问，因此可排除。
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