问答题There is an ever-widening gap between black male college enrollees and their female and white counterparts, says the American Council on Education (ACE). Twenty years ago, according to ACE’s “Annual Status Report on Minorities in Higher Education,” 30
题目
问答题
There is an ever-widening gap between black male college enrollees and their female and white counterparts, says the American Council on Education (ACE). Twenty years ago, according to ACE’s “Annual Status Report on Minorities in Higher Education,” 30 percent of African American male high school graduates (ages 18 to 24) were enrolled in college, compared with 28 percent of same-age black females and 41 percent of white males. Now, some 37 percent of black men are enrolled, compared with 42 percent of African American women and 44.5 percent of white males. So while there are more black males enrolling in college today than 20 years ago, other groups have outstripped them in enrolling and, even more importantly, in retention rates. The graduation rate of black men is lower than that of any group. Only 35 percent of black males enrollees graduated within six years from colleges in 1996, compared with 59 percent of white males,46 percent of Hispanic men,41 percent of American Indian males and 45 percent of the black women who entered the same year. Surveys and reports are hinting that the country’s educational apparatus is stacked against the black male. Fewer than one in five students of color have graduated from high school, have a set of college-prep courses on their high school transcripts and “demonstrate basic literacy” — the necessities for being “college ready.” Another glaring problem is that black males are disproportionately labeled as discipline and behavioral problems and fast tracked out of high schools through expulsions and suspensions. As if that’s not enough, says ACE’s William Harvey, there’s a virtual drying up of federal aid-to-education grant money coupled with jacked-up tuitions, which make it necessary for low-income students to assume an average $ 20,000 debt to finish a four-year curriculum. “For those in the lower economic category, the availability of financial aid determines who gets to go to college and who doesn’t,” observes Harvey. Harvey points out that, over the years, federal funding has undergone a “complete reversal,” from “a 70 percent to 30 percent grant-to-loan ratio 20 years ago” to the exact opposite today..”An 18-year-old male will be more inclined to say, I want money in my pocket now’ and attempt to get a job,” adds Harvey. “But many take on the debt, become part-time students, work 20-plus hours a week and become five-year students at a four-year college.” The inequity of that educational apparatus is especially clear when you look at the black males who persevere — those who go on to finish high school, earn a bachelor’s degree and even finish grad school. A recently released Census report shows that, whether they have a high school diploma or a master’s degree, black men will earn roughly 25 percent less than Whites.
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第1题：
根据下列文章，回答31～35题。The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its prebubble peak, the U.S. workforce was derided as poorly educated and one of the primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.
What is the real relationship between education and economic development? We have begun to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.
第31题：The author holds in paragraph 1 that the importance of education in poor countries
A．is subject to groundless doubts.
B．has fallen victim of bias.
C．is conventionally downgraded.
D．has been overestimated.
正确答案：D
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第2题：
Near the beginning of his presidency,Barack Obama gave a speech to Congress that laid out a goal for the future:"By 2020,America will once again have the highest proportion of college graduates in the world.At the time,America was 12th,according to the Organization for Economic Cooperation and Development Almost a decade later,and with 2020 not far off,where do things stand?The percentage of Americans between the ages of 25 and 34 who had earned an associate's degree rose only by 7.4 percent be-tween 2007 and 2017-a difference of more than 5 million people,according to the U.S.Census Bureau's American Community Survey.Still,that puts America at 10th in the world,according to the latest available data But even though progress has been made,the data remain quite uneven.A pair of reports released on Wednesday by The Education Trust,an advocacy group for low-income and minority students,break down the attainment data more finely.They found that the share of black adults who hold a bachelors or associate's degree--31 percent-is roughly two-thirds that of white ones-47 percent.And Latinos,at about 23 percent,are just half as likely.Further,the report shows,there is not a single state in the country where black and Latino adults are as likely to have earned a college credential as their white counterparts At the root of these differences in attainment rates are social and economic disparities that continue to benefit certain races over others.Still,graduation rates have improved over the past decade,particu larly among latinos,as a report from the left-leaning Center for American Progress shows--and there is a significant difference between the rates of native-born Latino adults and those who were born outside of the United States.（The latter are less likely to have earned a degree.It's these race-by-race attainment rates that the report advises policymakers to pay attention to-overall graduation rates can obscure how the educational system underserves certain groups More than 40 states have outlined goals for these attainment rates in the past decade,often including specific goal rates for black and Latino residents.What can be done to reach those goals?Well,for one,lawmakers can make sure race factors centrally into policy conversations-and that can look different for different states.For some,it could be as simple as diverting more resources to campuses that primarily serve minority students.A recent report from the American Council on Education,a leading higher-education trade group,found that minority-serving institutions have a special knack for changing students socio economic fortunes of students.Such institutions--including historically black colleges and universities and Hispanic-serving institutions-propelled students from the lowest rung of the economic ladder to the highest at least double the rate of colleges that were not focused on enrolling a particular minority
What would be the best title for the text?A.Obama's Endeavor for Educational Equality
B.The College-Graduation Problem All States Have
C.The Fight Against Educational Inequality
D.Higher Attainment Rates and More Elites答案：B解析：主旨题。主旨题定位到主体词和主题句。 -
第3题：
Near the beginning of his presidency,Barack Obama gave a speech to Congress that laid out a goal for the future:"By 2020,America will once again have the highest proportion of college graduates in the world.At the time,America was 12th,according to the Organization for Economic Cooperation and Development Almost a decade later,and with 2020 not far off,where do things stand?The percentage of Americans between the ages of 25 and 34 who had earned an associate's degree rose only by 7.4 percent be-tween 2007 and 2017-a difference of more than 5 million people,according to the U.S.Census Bureau's American Community Survey.Still,that puts America at 10th in the world,according to the latest available data But even though progress has been made,the data remain quite uneven.A pair of reports released on Wednesday by The Education Trust,an advocacy group for low-income and minority students,break down the attainment data more finely.They found that the share of black adults who hold a bachelors or associate's degree--31 percent-is roughly two-thirds that of white ones-47 percent.And Latinos,at about 23 percent,are just half as likely.Further,the report shows,there is not a single state in the country where black and Latino adults are as likely to have earned a college credential as their white counterparts At the root of these differences in attainment rates are social and economic disparities that continue to benefit certain races over others.Still,graduation rates have improved over the past decade,particu larly among latinos,as a report from the left-leaning Center for American Progress shows--and there is a significant difference between the rates of native-born Latino adults and those who were born outside of the United States.（The latter are less likely to have earned a degree.It's these race-by-race attainment rates that the report advises policymakers to pay attention to-overall graduation rates can obscure how the educational system underserves certain groups More than 40 states have outlined goals for these attainment rates in the past decade,often including specific goal rates for black and Latino residents.What can be done to reach those goals?Well,for one,lawmakers can make sure race factors centrally into policy conversations-and that can look different for different states.For some,it could be as simple as diverting more resources to campuses that primarily serve minority students.A recent report from the American Council on Education,a leading higher-education trade group,found that minority-serving institutions have a special knack for changing students socio economic fortunes of students.Such institutions--including historically black colleges and universities and Hispanic-serving institutions-propelled students from the lowest rung of the economic ladder to the highest at least double the rate of colleges that were not focused on enrolling a particular minority
According to Paragraph 3,which of the following is true?A.People's level of educational attainment is more strong tied to their wealth
B.The minorities are often regarded as less-educated and low-income groups.00%
C.Most universities and colleges have a preference for minorities in admission
D.Latinos and the black cant get equal access to college education like the white.答案：D解析：细节题。根据题干信息定位到第三段。 -
第4题：
Text 3 The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike.Progress in both area is undoubtedly necessary for the social,political and intellectual development of these and all other societies;however,the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong.We are fortunate that is it,because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations.The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and,as a result,radically higher standards of living.Ironically,the first evidence for this idea appeared in the United States.Not long ago,with the country entering a recessing and Japan at its pre-bubble peak.The U.S.workforce was derided as poorly educated and one of the primary cause of the poor U.S.economic performance.Japan was,and remains,the global leader in automotive-assembly productivity.Yet the research revealed that the U.S.factories of Honda,Nissan,and Toyota achieved about 95 percent of the productivity of their Japanese counterparts--a result of the training that U.S.workers received on the job.More recently,while examining housing construction,the researchers discovered that illiterate,non-English-speaking Mexican workers in Houston,Texas,consistently met best-practice labor productivity standards despite the complexity of the building industry's work.What is the real relationship between education and economic development?We have to suspect that continuing economic growth promotes the development of education even when governments don't force it.After all,that's how education got started.When our ancestors were hunters and gatherers 10,000 years ago,they didn't have time to wonder much about anything besides finding food.Only when humanity began to get its food in a more productive way was there time for other things.As education improved,humanity's productivity potential increased as well.When the competitive environment pushed our ancestors to achieve that potential,they could in turn afford more education.This increasingly high level of education is probably a necessary,but not a sufficient,condition for the complex political systems required by advanced economic performance.Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education.A lack of formal education,however,doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the foreseeable future.On the contrary,constraints on improving productivity explain why education isn't developing more quickly there than it is.33.A major difference between the Japanese and U.S workforces is that__________.A.the Japanese workforce is better disciplined
B.the Japanese workforce is more productive
C.the U.S workforce has a better education
D.the U.S workforce is more organize答案：B解析：文章第二段谈到“具有讽刺意味的是，证明这种思想（把教育放在促进经济发展动力的第一位是错误的）最早的证据在美国。不久以前，随着这个国家进入衰退而日本处于泡沫经济破灭之前的顶峰，美国劳动力被讥笑为差火的教育，而这种教育情况也被视为美国经济不好表现的主要原因之一。日本在自动化生产效率方面，现在仍然是全球的领导者。而最新的研究显示，本田、尼桑、丰田等美国的工厂取得了大约95%他们日本工厂的生产效率。”由此，显然B是正确答案。A的内容是无中生有；C和D的内容和文章的观点相反。 -
第5题：
Text 3 The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike.Progress in both area is undoubtedly necessary for the social,political and intellectual development of these and all other societies;however,the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong.We are fortunate that is it,because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations.The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and,as a result,radically higher standards of living.Ironically,the first evidence for this idea appeared in the United States.Not long ago,with the country entering a recessing and Japan at its pre-bubble peak.The U.S.workforce was derided as poorly educated and one of the primary cause of the poor U.S.economic performance.Japan was,and remains,the global leader in automotive-assembly productivity.Yet the research revealed that the U.S.factories of Honda,Nissan,and Toyota achieved about 95 percent of the productivity of their Japanese counterparts--a result of the training that U.S.workers received on the job.More recently,while examining housing construction,the researchers discovered that illiterate,non-English-speaking Mexican workers in Houston,Texas,consistently met best-practice labor productivity standards despite the complexity of the building industry's work.What is the real relationship between education and economic development?We have to suspect that continuing economic growth promotes the development of education even when governments don't force it.After all,that's how education got started.When our ancestors were hunters and gatherers 10,000 years ago,they didn't have time to wonder much about anything besides finding food.Only when humanity began to get its food in a more productive way was there time for other things.As education improved,humanity's productivity potential increased as well.When the competitive environment pushed our ancestors to achieve that potential,they could in turn afford more education.This increasingly high level of education is probably a necessary,but not a sufficient,condition for the complex political systems required by advanced economic performance.Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education.A lack of formal education,however,doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the foreseeable future.On the contrary,constraints on improving productivity explain why education isn't developing more quickly there than it is.31.The author holds in paragraph 1 that the important of education in poor countries___________.A.is subject groundless doubts
B.has fallen victim of bias
C.is conventional downgraded
D.has been overestimated答案：D解析：文章第一段谈到“正式教育和经济增长之间的关系在经济学家和政治家产生同样的误解。在这两个领域的进步毫无疑问对社会、政治以及知识领域等所有社会其他方面都是必须的；但是，在促进穷国快速经济发展中，教育应该放在最优先的地位的传统观点是错误的。”从这句我们可以看出，教育是重要的，但把它放在第一位则是错误的，因此我们可以得出穷国把教育放在经济最优先发展的地位是高估教育了，故答案为D。 -
第6题：
Text 2 For years,studies have found that first-generation college students—those who do not havea parent with a college degree—lag other students on a range of education achievement factors.Their grades are lower and their dropout rates are higher.But since such students are most likely to advance economically if they succeed in higher education,colleges and universities have pushed for decades to recruit more of them.This has created“a paradox”in that recruiting first-generation students,but then watching many of them fail,means that higher education has“continued to reproduce and widen,rather than close”an achievement gap based on social class,according to the depressing beginning of a paper forthcoming in the journalPsychological Science.But the article is actually quite optimistic,as it outlines a potential solution to this problem,suggesting that an approach（which involves a one-hour,next-to-no-cost program）can close 63 percent of the achievement gap（measured by such factors as grades）between first-generation and other students.The authors of the paper are from different universities,and their findings are based on a study involving 147 students（who completed the project）at an unnamed private university.First generation was defined as not having a parent with a four-year college degree.Most of the first-generation students（59.1 percent）were recipients of Pell Grants,a federal grant for undergraduates with financial need,while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students.They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.Many first-generation students“struggle to navigate the middle-class culture of higher education,learn the‘rules of the game,’and take advantage of college resources,”they write.And this becomes more of a problem when colleges don’t talk about the class advantages and disadvantages of different groups of students.“Because US colleges and universities seldom acknowledge how social class can affect students’educational experiences,many first-generation students lack sight about why they are struggling and do not understand how students‘like them’can improve.”
The study suggests that most first generation students____A.study at private universities
B.are from singleparent families
C.are in need of financial support
D.have failed their collage答案：C解析：推理题【命题思路】这是一道推理题。主要考查考生精准理解原文定位信息，查找相互关联，并进行适度推理和概括的能力。【直击答案】根据题干关键信息“most firstgeneration students”定位到第三段末句“Most of firstgeneration students were recipients of Pell Grants（佩尔奖学金），a federal grant for undergraduates with financial need”。此句重在说明“初代”大学生大都接受了经济资助。比对四个选项，确定此题最佳答案为C项，其中“in need of”对应原文的“with…need”，“financial support”对应“financial”相对应。【干扰排除】A项是无中生有，原文仅提及此研究是在一个“unnamed private university”进行，并不是指“初代”大学生；B项和D项也属无中生有，原文未提及，故排除。 -
第7题：
资料：Are walkers smarter than drivers?
A report published last month says metropolitan areas in the United States that were found to be more pedestrian-friendly also often had higher levels of GDP -and their citizens were better educated.
The study was conducted by Smart Growth America, an urban advocacy group based in the District of Columbia. It looked at the 30 biggest metro zones in the US, and ranked them by how much office, retail, and residential area was conducive to walking.
The question is, why? Do brainier people just like to walk and not drive? It's a complicated answer. What we don't know is whether walkable places attract educated people, or whether educated people move to certain places that then become more walkable.
That's not all: Education levels aren't just higher in walkable cities. GDP is, too. The gap between the highest and lowest urban metros by GDP in the study is a chasm of 49%, which scholar calls a "first and second world gap. This is serious stuff."
Of course, correlation doesn't equal causation. There's not enough data to definitively say why these urban areas are filled with educated people. But it's definitely a starting point for conversation: Many socioeconomic and generational trends the world over could help explain why university graduates gravitate toward crowded, subway-lined metropolises these days. In fact, such an intellectual influx has started to change the entire faces of some urban areas.
Increased urbanization isn't the only reason car-eschewing cities see smarter citizens. Young people play a role, too. Millennials-those born between around 1981 and 1996-are the most educated generation in history. Nearly half of them hold a bachelor's degree or higher. They're also all moving to cities, unlike their parents. These spikes in the workforce translate into metros with higher GDP and higher overall education levels.
What can be the possible explanation according to the study?A.Urbanization
B.Young people
C.Both
D.Unknown答案：C解析：本题考查的是细节理解。
【关键词】possible explanation according to the study
【主题句】第6自然段Increased urbanization isn't the only reason car-eschewing cities see smarter citizens. Young people play a role, too. 少开车的城市，公民更智慧，这不仅仅是城市化进程加快引起的。年轻人也发挥了作用。
【解析】本题的问题是“根据本项研究，哪一项是可能的解释？”。A选项“城市化”；B选项“年轻人”；C选项“两者都是”；D选项“未知”。根据题目中关键词找到主题句，主题句中，提到了两项主要原因是城市化和年轻人，故选C。 -
第8题：
共用题干
Schools and Education
1. Life in the twenty-first century demands preparation.Today,all individuals in a country must have adequate schooling to prepare them for their work as well as for their responsibilities as citizens.With this in mind,national leaders everywhere are placing more emphasis on the education of the young.In the United States,government officials,parents,and teachers are working hard to give their children一tomorrow's decision makers一the best preparation available.
2. There is no national school policy in the United States.Each of the fifty states makes its own rules and regulations for its school,but there are many similarities among the fifty school systems.Public schools in all states are supported by taxes paid by the citizens of the individual state. In most states the children are required to attend school until they reach the age of sixteen.
3. When they become six years old,children begin elementary school.After six years in elementary school,they go into junior high school and remain there for three years.The last three years of their public school education are spent in senior high school,from which they graduate at the age of eighteen.
4. A great number of high school graduates continue their education in one of the many colleges or universities in the country.After four years,they receive a bachelor's degree.Some continue studying for a master's degree and perhaps a doctor's degree.Paragraph 1________
A:Higher Education in the US
B:Primary and Secondary Schooling
C:The Importance of Education
D:The Similar School System Throughout the US
E:The Process of Education
F: Pre-school Education in the US答案：C解析：第一段中间“national leaders everywhere are placing more emphasis on the education of the young”，各个国家领导人都注意对年轻人的教育，它是该段的中心句，所以选Co
本段最后一句“In most states the children are required to attend school untilthey reach the age of sixteen”，所以选D。
本段提到一个孩子从6岁开始到18岁接受的所有教育，即从小学教育到中学教育，因此B正确。
本段第一句说到“...high school graduates continue their education in one ofthe many colleges or universities...”所以是关于高等教育。
“emphasized”和“place emphasis on something”意思相同，即各国强调教育的重要性，所有选B。
第二段的最后一句，在大多数州，孩子在16岁前必须接受教育，因此选E。
“financed by”意思是得到资金支持，即“Public schools in all states are supported by taxes paid by the citizens of the individual state”，选项C符合句子的意思。
“secondary education”是中学教育，在学生完成中学教育后，他们可以决定是否要继续接受高等教育，因此A符合题意。 -
第9题：
共用题干
第一篇
The Relationship between IQ and Being a Vegetarian
A Southampton University team found that people who were vegetarians (素食主义者）by 30 had recor-
ded five IQ points higher on average at the age of]U.Researchers said it could explain why people with a
higher IQ were healthier as a vegetarian diet was linked to lower heart disease and obesity（肥胖）rates.The
study of 8,179 people was reported in the british Medical Journal.
Twenty years after the IQ tests were carried out in 1970,366 of the participants said they were vegetarians一
although more than 100 reported eating either fish or chicken.
Men who were vegetarians had an IQ score of 106,compared with 101 for non-vegetarians;while female
vegetarians averaged 104,compared with 99 for non-vegetarians.There was no difference in the IQ scores
between strict vegetarians and those who said they were vegetarians but reported eating fish or chicken.
Researchers said the findings were partly related to better education and higher class,but it remained
statistically significant after adjusting for these factors.
Vegetarians were more likely to be female,to be of higher social class and to have higher academic or
vocational qualifications than non-vegetarians.However,these differenIces were not reflected in their annual
income,which was similar to that of non-vegetarians.
Lead researcher Catharine Gale said,"The findings that children with greater intelligence are more likely to
report being vegetarians as adults,together with the evidence on the potential benefits of a vegetarian diet on
heart health,may help to explain why a higher IQ in childhood or adolescence is linked with a reduced risk of
coronary heart disease in adult life."
But Dr Frankie Phillips of the British Dietetic Association said, "It is like the chicken and egg."Do
pcople become vegetarians because they have avery high IQ or is it just that they are clever enough to be
more aware of health issues?Which of the following statements is NOT true according to the passage?
A:Vegetarians are more likely to have higher social class than non-vegetarians.
B:Vegetarians are more likely to have higher academic qualifications than non-vegetarians,
C:There are more female non-vegetarians than female vegetarians.
D:Vegetarians are more likely to have higher professional qualifications than non-vegetarians.答案：C解析：根据第一段第一句话“people who were vegetarians by 30 had ricorded five IQ points higher on average at the age of 10”可知聪明的孩子长大后更有可能成为素食主义者，因此A项正确。 根据第一段第二句“it could explain why...”可知这一结果可帮助解释B项中的现象。但B项并 非这次研究的结果。C、D选项并未在文中提及。因此该题正确答案为A。
根据第二段可知，他们本身就是素食主义者，而并不是二十年后才成为素食主义者。 故A选项表述错误。根据第三段第二句“There was no difference in the IQ scores between strict vegetarians and those who said they were vegetarians but reported eating fish or chicken.”可知严格 的素食主义者和那些吃鱼或者鸡的素食主义者的智力没有差别，故B项表述与原文一致。根 据第五段可知素食主义者与非素食主义者的差别井未体现在年收入上，因此C项与D项均表 述错误。据此分析该题正确答案为B。
浏览四个备选项可知该题主要考查素食主义者与非素食主义者的差别。通读全文可 知第五段讨论的正是两者的差别。通读该段，可知A、B、D三个选项与原文表述一致，D选项 中的professional是原文vocational的同义替换。C选项与原文表述不符。因此该题目正确答 案为C。
根据题目中关键词Catharine Gale，可快速定位到第六段。通读该段可知Catharinc Gale 只是客观地讲述研究结果，并没有表示自己的立场。故D项objective（客观的）为正确答案。
文章最后一句的意思是：人们成为素食主义者是因为他们智商高还是因为他们足够聪 明而更注意健康问题？由此可见Dr Frankie Phillip。认为素食和高智商的因果关系尚末明确， 就像弄不清楚是因为有蛋才有鸡，还是因为有鸡才有蛋一样。故C项为该题正确答案。第二篇 本文的主要内容是：要了解大自然知何回应气候变化需要监侧生命周期中的关健事件——开花、长叶、春天的第一阵蛙鸣——在世界范围内。但是数量有限的科学家的足连不可能遍及天下， 为了广泛收集数据以研究动植物随着气候变化会如何反应，科学家正求助于“公民科学家”。 -
第10题：
问答题Some people believe that a college or university education should be available to all students. Others believe that higher education should be available only to good students. Which view do you agree with and why?正确答案：
Most universities require the completion of a secondary, or high school education for admission. They also require proof of academic performance to guarantee that the student has the knowledge and skills needed to successfully complete their higher education. I believe that if a student has a poor academic record through their primary and secondary education,they should not be allowed to attend university.
In the first place, a university education should be considered a privilege, not a right. A consistent effort must be made through the first two lower stages of a person’s education in order for them to earn the right to study in university. When I was in high school, I saw many students skip class regularly to shop, smoke drugs, or just because they “didn’t feel like” going to class. The obvious result was low grades. These students were all at least 17 or 18 years old, old enough to understand the value of their education. However, they did not value their secondary education and therefore,in my opinion, should not have the opportunity to study in university.
In the second place, because education is cumulative, a student must work consistently through primary and secondary school to master facts and establish a foundation of knowledge in order to meet the demanding academic requirements of university courses. In primary and secondary school, students have the opportunity to develop their writing skills and analytical abilities, both essential to learn to cope with the challenges of higher learning. For students without the appropriate skills,success is unlikely. One university I attended published statistics showing a 50% dropout rate for first year students; the main reason listed was that the students were unprepared for the rigor of university life.
In the third place, the limited educational resources at present in China make it almost impossible to provide every student with a college or university education. This means that students have to fight for their admission to the colleges and universities. As long as the present competition for higher education goes, it is not realistic to talk about letting every student have higher education. Competition for a successful walk through the single—plank bridge of college entrance examination is the most fair way to determine that privilege to higher education in China.
Many people take their education for granted. In my high school, most people only needed to make a little effort to maintain an A or B average, but there were still many people who weren’t willing to make any effort at all. I am sure that these people without proven track records should not, have the privilege of attending university’ especially when higher education resources are not abundant.解析：
文章引文段作者用I believe that…明确表明了论点，即初等和中等教育阶段成绩差的学生不应被大学录取。正文部分作者从三方面论证自己的观点：高等教育应该是特权，而不是权利；上大学应该具有足够的知识积累；中国的现状不允许给每个人都提供高等教育。在论据方面用到了逻辑推理、举例、列数字等方法。文章结尾部分简洁明了，与首段形成了照应。 -
第11题：
问答题We have to ask ourselves: who really give the most value to society? Many college graduates could not find suitable jobs when they finish their higher education. What are the job problems for college graduates? Write a composition to state your view on this issue.正确答案：
WHY IS IT SO DIFFIUCLT TO FIND A JOB? Every year thousands of graduates flood the job market, expecting better jobs in their majors, only to be frustrated and disappointed. Why do college students find it increasingly difficult to get a rewarding job?
One reason perhaps is that many colleges and universities fail to gear their curricular to the development of industries. Degree courses offered in these colleges and universities are so outdated, irrelevant and impractical that the employers as well as the students themselves find it hard to translate their book knowledge into real job skills. No one wants to know about their mind-broadening and horizon-widening qualities, and few are willing to spend time and budget on training raw recruits.
Secondly, there is an oversupply of graduates in certain specialties, and this oversupply is increasing. Already there is an overabundance of lawyers, executive secretaries, sales engineers and other specialists due to the ambitious investment and booming industries brought on by the economic reforms in recent years. Yet colleges continue every year to turn out the graduates of these specialties to compete for jobs that aren't there. The result is that many of them cannot enter the professions for which they are trained and have to take other jobs which do not require a college degree.
Thirdly, there is a problem with the attitude of college graduates toward employment. Many of them put earnings above anything else. So they miss many opportunities. Is they have a realistic expectation of how much they should earn in the beginning of their career, it won't be difficult for them to get a job. Besides, they are also very particular about the place. Many college graduates are reluctant to seek a job in the less developed provinces, say, in the mid-western areas, where there are immense opportunities for success and career development. Instead, they all food to the big cities in the eastern coastal area, such as Shanghai, Guangzhou and Beijing. As a result, the competition in these cities becomes more fierce.
The problems that college graduates encounter in job hunting deserve more attention from the colleges and the government. The colleges should get their students out of the ivory tower and gear their courses to the needs of industry and business. The government should provide college graduates with more vocational opportunities to develop new skills, and at the same time raise the wages in the intellectual field so as to retain those willingly devoted to academic studies and scientific research.解析：
题目要求讨论大学生就业过程中的问题。作者选择从为什么大学生就业难入手，在第二、三、四段分别给出了理由，即学校的课程设置与社会需求脱节、对工作的期望值太高以及部分专业供给过剩。最后一段总结全文，并提出了解决意见。 -
第12题：
问答题People with less education, for instance were more likely to report education regret.正确答案：解析： -
第13题：
According to the text, which of the following is true?
［A］ the popularity of gap years results from an increasing number of charities.
［B］ Prince William was working hard during his gap year.
［C］ gap years are not as fashionable as they were ten years ago.
［D］ a well-structured gap year is a guarantee of university success.
正确答案：B
-
第14题：
Near the beginning of his presidency,Barack Obama gave a speech to Congress that laid out a goal for the future:"By 2020,America will once again have the highest proportion of college graduates in the world.At the time,America was 12th,according to the Organization for Economic Cooperation and Development Almost a decade later,and with 2020 not far off,where do things stand?The percentage of Americans between the ages of 25 and 34 who had earned an associate's degree rose only by 7.4 percent be-tween 2007 and 2017-a difference of more than 5 million people,according to the U.S.Census Bureau's American Community Survey.Still,that puts America at 10th in the world,according to the latest available data But even though progress has been made,the data remain quite uneven.A pair of reports released on Wednesday by The Education Trust,an advocacy group for low-income and minority students,break down the attainment data more finely.They found that the share of black adults who hold a bachelors or associate's degree--31 percent-is roughly two-thirds that of white ones-47 percent.And Latinos,at about 23 percent,are just half as likely.Further,the report shows,there is not a single state in the country where black and Latino adults are as likely to have earned a college credential as their white counterparts At the root of these differences in attainment rates are social and economic disparities that continue to benefit certain races over others.Still,graduation rates have improved over the past decade,particu larly among latinos,as a report from the left-leaning Center for American Progress shows--and there is a significant difference between the rates of native-born Latino adults and those who were born outside of the United States.（The latter are less likely to have earned a degree.It's these race-by-race attainment rates that the report advises policymakers to pay attention to-overall graduation rates can obscure how the educational system underserves certain groups More than 40 states have outlined goals for these attainment rates in the past decade,often including specific goal rates for black and Latino residents.What can be done to reach those goals?Well,for one,lawmakers can make sure race factors centrally into policy conversations-and that can look different for different states.For some,it could be as simple as diverting more resources to campuses that primarily serve minority students.A recent report from the American Council on Education,a leading higher-education trade group,found that minority-serving institutions have a special knack for changing students socio economic fortunes of students.Such institutions--including historically black colleges and universities and Hispanic-serving institutions-propelled students from the lowest rung of the economic ladder to the highest at least double the rate of colleges that were not focused on enrolling a particular minority
It is indicated in Paragraphs 1 and 2 thatA.America has achieved its goal in higher education set up earlier
B.the goal set by Obama in his early presidency is too difficult to reach
C.Obama bragged in his campaign but may fail to deliver his promise
D.the proportion of college graduates in America has greatly increased答案：C解析：推理题。根据题干信息可以定位到第一段和第二段。 -
第15题：
Text 3 The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike.Progress in both area is undoubtedly necessary for the social,political and intellectual development of these and all other societies;however,the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong.We are fortunate that is it,because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations.The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and,as a result,radically higher standards of living.Ironically,the first evidence for this idea appeared in the United States.Not long ago,with the country entering a recessing and Japan at its pre-bubble peak.The U.S.workforce was derided as poorly educated and one of the primary cause of the poor U.S.economic performance.Japan was,and remains,the global leader in automotive-assembly productivity.Yet the research revealed that the U.S.factories of Honda,Nissan,and Toyota achieved about 95 percent of the productivity of their Japanese counterparts--a result of the training that U.S.workers received on the job.More recently,while examining housing construction,the researchers discovered that illiterate,non-English-speaking Mexican workers in Houston,Texas,consistently met best-practice labor productivity standards despite the complexity of the building industry's work.What is the real relationship between education and economic development?We have to suspect that continuing economic growth promotes the development of education even when governments don't force it.After all,that's how education got started.When our ancestors were hunters and gatherers 10,000 years ago,they didn't have time to wonder much about anything besides finding food.Only when humanity began to get its food in a more productive way was there time for other things.As education improved,humanity's productivity potential increased as well.When the competitive environment pushed our ancestors to achieve that potential,they could in turn afford more education.This increasingly high level of education is probably a necessary,but not a sufficient,condition for the complex political systems required by advanced economic performance.Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education.A lack of formal education,however,doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the foreseeable future.On the contrary,constraints on improving productivity explain why education isn't developing more quickly there than it is.35.According to the last paragraph,development of education__________.A.results directly from competitive environments
B.does not depend on economic performance
C.follows improved productivity
D.cannot afford political changes答案：B解析：文章最后一段第一句谈到“随着教育提高人类的生产潜能，人类可以负担更多的教育”，由此可以看出，教育促进经济的发展，而经济发展则反过来促进教育发展，两者之间是一种相互促进的作用，故本题答案为B。 -
第16题：
Near the beginning of his presidency,Barack Obama gave a speech to Congress that laid out a goal for the future:"By 2020,America will once again have the highest proportion of college graduates in the world.At the time,America was 12th,according to the Organization for Economic Cooperation and Development Almost a decade later,and with 2020 not far off,where do things stand?The percentage of Americans between the ages of 25 and 34 who had earned an associate's degree rose only by 7.4 percent be-tween 2007 and 2017-a difference of more than 5 million people,according to the U.S.Census Bureau's American Community Survey.Still,that puts America at 10th in the world,according to the latest available data But even though progress has been made,the data remain quite uneven.A pair of reports released on Wednesday by The Education Trust,an advocacy group for low-income and minority students,break down the attainment data more finely.They found that the share of black adults who hold a bachelors or associate's degree--31 percent-is roughly two-thirds that of white ones-47 percent.And Latinos,at about 23 percent,are just half as likely.Further,the report shows,there is not a single state in the country where black and Latino adults are as likely to have earned a college credential as their white counterparts At the root of these differences in attainment rates are social and economic disparities that continue to benefit certain races over others.Still,graduation rates have improved over the past decade,particu larly among latinos,as a report from the left-leaning Center for American Progress shows--and there is a significant difference between the rates of native-born Latino adults and those who were born outside of the United States.（The latter are less likely to have earned a degree.It's these race-by-race attainment rates that the report advises policymakers to pay attention to-overall graduation rates can obscure how the educational system underserves certain groups More than 40 states have outlined goals for these attainment rates in the past decade,often including specific goal rates for black and Latino residents.What can be done to reach those goals?Well,for one,lawmakers can make sure race factors centrally into policy conversations-and that can look different for different states.For some,it could be as simple as diverting more resources to campuses that primarily serve minority students.A recent report from the American Council on Education,a leading higher-education trade group,found that minority-serving institutions have a special knack for changing students socio economic fortunes of students.Such institutions--including historically black colleges and universities and Hispanic-serving institutions-propelled students from the lowest rung of the economic ladder to the highest at least double the rate of colleges that were not focused on enrolling a particular minority
The disparities of graduation rate among different races enable the leaders toA.concern the flaw of educational system
B.highlight the increase of graduation rate s.
C.focus on the income equality of different races
D.ensure the financial interest of the minorities答案：A解析：细节题。根据题干关键词disparities of graduation rate可定位到第四段。 -
第17题：
Near the beginning of his presidency,Barack Obama gave a speech to Congress that laid out a goal for the future:"By 2020,America will once again have the highest proportion of college graduates in the world.At the time,America was 12th,according to the Organization for Economic Cooperation and Development Almost a decade later,and with 2020 not far off,where do things stand?The percentage of Americans between the ages of 25 and 34 who had earned an associate's degree rose only by 7.4 percent be-tween 2007 and 2017-a difference of more than 5 million people,according to the U.S.Census Bureau's American Community Survey.Still,that puts America at 10th in the world,according to the latest available data But even though progress has been made,the data remain quite uneven.A pair of reports released on Wednesday by The Education Trust,an advocacy group for low-income and minority students,break down the attainment data more finely.They found that the share of black adults who hold a bachelors or associate's degree--31 percent-is roughly two-thirds that of white ones-47 percent.And Latinos,at about 23 percent,are just half as likely.Further,the report shows,there is not a single state in the country where black and Latino adults are as likely to have earned a college credential as their white counterparts At the root of these differences in attainment rates are social and economic disparities that continue to benefit certain races over others.Still,graduation rates have improved over the past decade,particu larly among latinos,as a report from the left-leaning Center for American Progress shows--and there is a significant difference between the rates of native-born Latino adults and those who were born outside of the United States.（The latter are less likely to have earned a degree.It's these race-by-race attainment rates that the report advises policymakers to pay attention to-overall graduation rates can obscure how the educational system underserves certain groups More than 40 states have outlined goals for these attainment rates in the past decade,often including specific goal rates for black and Latino residents.What can be done to reach those goals?Well,for one,lawmakers can make sure race factors centrally into policy conversations-and that can look different for different states.For some,it could be as simple as diverting more resources to campuses that primarily serve minority students.A recent report from the American Council on Education,a leading higher-education trade group,found that minority-serving institutions have a special knack for changing students socio economic fortunes of students.Such institutions--including historically black colleges and universities and Hispanic-serving institutions-propelled students from the lowest rung of the economic ladder to the highest at least double the rate of colleges that were not focused on enrolling a particular minority
What should be done to increase the attainment ratesA.The government should allocate more resources to the minorities.
B.The leaders should fully consider the different races when making policies.
C.More independent educational organizations should be built for the majorities.
D.The social and economic status of minority students should be enhanced.答案：B解析：细节题。根据题干的核心词attainment rates可定位到第五段。 -
第18题：
Text 2 For years,studies have found that first-generation college students—those who do not havea parent with a college degree—lag other students on a range of education achievement factors.Their grades are lower and their dropout rates are higher.But since such students are most likely to advance economically if they succeed in higher education,colleges and universities have pushed for decades to recruit more of them.This has created“a paradox”in that recruiting first-generation students,but then watching many of them fail,means that higher education has“continued to reproduce and widen,rather than close”an achievement gap based on social class,according to the depressing beginning of a paper forthcoming in the journalPsychological Science.But the article is actually quite optimistic,as it outlines a potential solution to this problem,suggesting that an approach（which involves a one-hour,next-to-no-cost program）can close 63 percent of the achievement gap（measured by such factors as grades）between first-generation and other students.The authors of the paper are from different universities,and their findings are based on a study involving 147 students（who completed the project）at an unnamed private university.First generation was defined as not having a parent with a four-year college degree.Most of the first-generation students（59.1 percent）were recipients of Pell Grants,a federal grant for undergraduates with financial need,while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students.They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.Many first-generation students“struggle to navigate the middle-class culture of higher education,learn the‘rules of the game,’and take advantage of college resources,”they write.And this becomes more of a problem when colleges don’t talk about the class advantages and disadvantages of different groups of students.“Because US colleges and universities seldom acknowledge how social class can affect students’educational experiences,many first-generation students lack sight about why they are struggling and do not understand how students‘like them’can improve.”
Recruiting more first generation students has____A.reduced their dropout rates
B.narrowed the achievement gap
C.missed its original purpose
D.depressed college students答案：C解析：细节题【命题思路】这是一道细节题。主要考查考生准确理解题干，精准定位，并能正确划分和掌握定位信息的能力。【直击答案】根据题干关键词“recruiting more firstgeneration students”定位到第一段的第四句。But后内容为解题关键。本句指出在招录“初代”大学生时出现的困境及产生的不良结果，即“不断产生和扩大成就差距，而不是缩小差距”。由此证明背离了初衷。比对四个选项，确定最佳选项为C项。【干扰排除】A项与原文的“their dropout rates are higher”矛盾，属于反向干扰，故排除。B项也是反向干扰，与原文的“rather than close”矛盾。C项属于张冠李戴，原文中的depressing是用来修饰the paper，而非大学生，故排除。 -
第19题：
资料：Are walkers smarter than drivers?
A report published last month says metropolitan areas in the United States that were found to be more pedestrian-friendly also often had higher levels of GDP -and their citizens were better educated.
The study was conducted by Smart Growth America, an urban advocacy group based in the District of Columbia. It looked at the 30 biggest metro zones in the US, and ranked them by how much office, retail, and residential area was conducive to walking.
The question is, why? Do brainier people just like to walk and not drive? It's a complicated answer. What we don't know is whether walkable places attract educated people, or whether educated people move to certain places that then become more walkable.
That's not all: Education levels aren't just higher in walkable cities. GDP is, too. The gap between the highest and lowest urban metros by GDP in the study is a chasm of 49%, which scholar calls a "first and second world gap. This is serious stuff."
Of course, correlation doesn't equal causation. There's not enough data to definitively say why these urban areas are filled with educated people. But it's definitely a starting point for conversation: Many socioeconomic and generational trends the world over could help explain why university graduates gravitate toward crowded, subway-lined metropolises these days. In fact, such an intellectual influx has started to change the entire faces of some urban areas.
Increased urbanization isn't the only reason car-eschewing cities see smarter citizens. Young people play a role, too. Millennials-those born between around 1981 and 1996-are the most educated generation in history. Nearly half of them hold a bachelor's degree or higher. They're also all moving to cities, unlike their parents. These spikes in the workforce translate into metros with higher GDP and higher overall education levels.
What's the article mainly about?A.Different choices of transportation
B.Increased urbanization
C.The correlation between education levels and GDP
D.A study conducted by an urban advocacy group答案：D解析：本题考查的是主旨大意。
【关键词】article mainly about
【主题句】第2自然段The study was conducted by Smart Growth America, an urban advocacy group based in the District of Columbia. It looked at the 30 biggest metro zones in the US, and ranked them by how much office, retail, and residential area was conducive to walking.这项研究是由总部设在哥伦比亚特区的一个城市倡导组织Smart Growth America进行的。它调查了美国30个最大的地铁区，并根据有益于步行的办公区、零售区和住宅区的数量对它们进行排名。
【解析】本题的问题是“这篇文章的主要内容是什么？”。A选项“不同的交通选择”；B选项“城市化进程加快”；C选项“教育水平与GDP的相关性”；D选项“城市倡导团体进行的一项研究”。根据题目中关键词找到主题句，主题句中，提到了这是城市倡导组织进行的一项研究，故选D。 -
第20题：
共用题干
第一篇
The Relationship between IQ and Being a Vegetarian
A Southampton University team found that people who were vegetarians (素食主义者）by 30 had recor-
ded five IQ points higher on average at the age of]U.Researchers said it could explain why people with a
higher IQ were healthier as a vegetarian diet was linked to lower heart disease and obesity（肥胖）rates.The
study of 8,179 people was reported in the british Medical Journal.
Twenty years after the IQ tests were carried out in 1970,366 of the participants said they were vegetarians一
although more than 100 reported eating either fish or chicken.
Men who were vegetarians had an IQ score of 106,compared with 101 for non-vegetarians;while female
vegetarians averaged 104,compared with 99 for non-vegetarians.There was no difference in the IQ scores
between strict vegetarians and those who said they were vegetarians but reported eating fish or chicken.
Researchers said the findings were partly related to better education and higher class,but it remained
statistically significant after adjusting for these factors.
Vegetarians were more likely to be female,to be of higher social class and to have higher academic or
vocational qualifications than non-vegetarians.However,these differenIces were not reflected in their annual
income,which was similar to that of non-vegetarians.
Lead researcher Catharine Gale said,"The findings that children with greater intelligence are more likely to
report being vegetarians as adults,together with the evidence on the potential benefits of a vegetarian diet on
heart health,may help to explain why a higher IQ in childhood or adolescence is linked with a reduced risk of
coronary heart disease in adult life."
But Dr Frankie Phillips of the British Dietetic Association said, "It is like the chicken and egg."Do
pcople become vegetarians because they have avery high IQ or is it just that they are clever enough to be
more aware of health issues?It was found in the research that______________.
A:most of the participants became vegetarians 20 years after the IQ tests were carried out
B:vegetarians who ate fish or chicken were of similar intelligence with strict vegetarians
C:female vegetarians were more likely to have higher annual income than non-vegetarians
D:vegetarians were more likely to have higher annual income than non-vegetarians答案：B解析：根据第一段第一句话“people who were vegetarians by 30 had ricorded five IQ points higher on average at the age of 10”可知聪明的孩子长大后更有可能成为素食主义者，因此A项正确。 根据第一段第二句“it could explain why...”可知这一结果可帮助解释B项中的现象。但B项并 非这次研究的结果。C、D选项并未在文中提及。因此该题正确答案为A。
根据第二段可知，他们本身就是素食主义者，而并不是二十年后才成为素食主义者。 故A选项表述错误。根据第三段第二句“There was no difference in the IQ scores between strict vegetarians and those who said they were vegetarians but reported eating fish or chicken.”可知严格 的素食主义者和那些吃鱼或者鸡的素食主义者的智力没有差别，故B项表述与原文一致。根 据第五段可知素食主义者与非素食主义者的差别井未体现在年收入上，因此C项与D项均表 述错误。据此分析该题正确答案为B。
浏览四个备选项可知该题主要考查素食主义者与非素食主义者的差别。通读全文可 知第五段讨论的正是两者的差别。通读该段，可知A、B、D三个选项与原文表述一致，D选项 中的professional是原文vocational的同义替换。C选项与原文表述不符。因此该题目正确答 案为C。
根据题目中关键词Catharine Gale，可快速定位到第六段。通读该段可知Catharinc Gale 只是客观地讲述研究结果，并没有表示自己的立场。故D项objective（客观的）为正确答案。
文章最后一句的意思是：人们成为素食主义者是因为他们智商高还是因为他们足够聪 明而更注意健康问题？由此可见Dr Frankie Phillip。认为素食和高智商的因果关系尚末明确， 就像弄不清楚是因为有蛋才有鸡，还是因为有鸡才有蛋一样。故C项为该题正确答案。第二篇 本文的主要内容是：要了解大自然知何回应气候变化需要监侧生命周期中的关健事件——开花、长叶、春天的第一阵蛙鸣——在世界范围内。但是数量有限的科学家的足连不可能遍及天下， 为了广泛收集数据以研究动植物随着气候变化会如何反应，科学家正求助于“公民科学家”。 -
第21题：
The goals for secondary education are（）from those for higher education.
different
略 -
第22题：
单选题It can be concluded that_____.Aevery young man and woman Should go to college if possible
Bcollege education has become increasingly worse in recent years
Cpeople with a college education should get a higher salary
Dfewer students should go to college but more be trained for skilled workers
正确答案： A解析：
文章第一段谈到大学毕业生因供大于求而找不到工作，第二段谈到市场上紧缺技术工人，第三、四段谈到很多人因为迷信大学文凭去上大学却完不成学业。由此可以看出，文章暗示更多的人应该接受职业技术教育而不是大学教育，因此选D。 -
第23题：
单选题It can be concluded that _____.Aevery young man and woman should go to college if possible
Bcollege education has become increasingly worse in recent years
Cpeople with a college education should get a higher salary
Dfewer students should go to college but more be trained for skilled workers
正确答案： C解析：
文章第一段谈到大学毕业生因供大于求而找不到工作，第二段谈到市场上紧缺技术工人，第三、四段谈到很多人因为迷信大学文凭去上大学却完不成学业。由此可知，文章暗示更多的人应该接受职业技术教育而不是大学教育，因此选D。