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  3. [A]So what does this teach us? We learn that in the United States, wealthy children attending public schools that serve the weal

[A]So what does this teach us? We learn that in the United States, wealthy children attending public schools that serve the weal

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问题    [A]So what does this teach us? We learn that in the United States, wealthy children attending public schools that serve the wealthy are competitive with any nation in the world. Since that is the case, why would anyone think our public schools are failing?
   [B]Similarly, as the families served by a school increase in wealth from the lowest quartile in family wealth to the highest quartile in family wealth, the mean scores of all the students at those schools goes up quite substantially. Thus, characteristics of the cohort attending a school strongly influence the scores obtained by the students at that school.
   [C]David C. Berliner is an educational psychologist who is one of the clearest thinkers in the education world about teaching, teacher education, educational policy and the effects of corporate school reform on schools. Berliner has issued a new post about what is really happening in America’s public schools today as opposed to what some school reformers and news organizations say is happening.
   [D]We find the common correlates of poverty: low birth weight in the neighborhood, higher-than-average rates of teen and single parenthood, residential mobility, absenteeism, crime, and students in need of special education or English language instruction. These problems of poverty influence education and are magnified by housing policies that foster segregation.
   [E]For many years he has been writing about the lies told about the poor performance of our students and the failure of our schools and teachers. Journalists and politicians are often our nations’ most irritating commentators about the state of American education because they have access to the same facts that I have.
   [F]For example, on the mathematics portion of the 2012 Program for International Student Assessment or PISA, poor students—those from the lowest quartile in family income—who attended schools that served the poorest families—a school in the highest quartile of those receiving free and reduced lunch—attained a mean score of 425. But wealthy students—those in the highest quartile of family income—who attended schools that served the wealthiest families — schools in the lowest quartile of students receiving free and reduced lunch—scored a mean of 528. That’ s a one-hundred point difference!
   [G]They all can easily learn that the international tests (e. g. PISA, TIMSS, PIRLS), the national tests (e. g. NAEP), the college entrance tests (e. g. SAT, ACT), and each of the individual state tests follow an identical pattern. It is this: As income increases per family from our poorest families (under the 25th percentile in wealth), to working class (26th-50th percentile in family wealth), to middle class (51st - 75th percentile in family wealth), to wealthy (the highest quartile in family wealth), mean scores go up quite substantially.
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答案F
解析 本题需要确定文章第五段内容。根据B段可知，随着家庭收入的增加，学生的成绩 也会相应提高。而F段也在论述“成绩的提高与家庭收入的关系”，并且逻辑关系词for example与B段构成总、分关系，由此可知，F项放在此处最恰当。
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