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Part HI Reading Comprehension (40% )
Section A (30%)
Passage 3
The staff of Normandy Crossing Elementary School outside Houston eagerly awaited the results of state achievement tests this spring. For the principal and assistant principal, high scores could buoy their careers at a time when success is increasingly measured by such tests. For fifth-grade math and science teachers, the rewards were more tangible： a bonus of $2,850.But when the results came back, some seemed too good to be true. Indeed, after an investigation by the Galena Park Independent School District, the principal and three teachers resigned May 24 in a scandal over test tampering. The district said the educators had distributed a detailed study guide after stealing a look at the state science test by“tubing” its — squeezing a test booklet, without breaking its paper seal, to form an open tube so that questions inside could be seen and used in the guide. The district invalidated students9 scores. Of all the forms of academic cheating, none may be as startling as educators tampering with children’s standardized tests. But investigations in many states this year have pointed to cheating by educators. Experts say the phenomenon is increasing as the stakes over standardized testing become higher ——including, most recently, taking students progress on tests into consideration in teachers’
performance reviews.
Many school districts already link teachers’ bonuses to student improvement on state assessments. Houston decided this year to use the data to identify experienced teachers for dismissal, and New York City will use it to make tenure decisions on novice teachers.
The federal No Child Left Behind law is a further source of pressure. Like a high jump bar set intentionally low in the beginning, the law — which mandates that public schools bring all students up to grade level in reading and math by 2014 一 was easy to satisfy early on. But the bar is notched higher annually, and the penalties for schools that fail to get over it also rise: teachers and administrators can lose jobs and see their school taken over.
No national data is collected on educator cheating. Experts who consult with school systems estimated that 1 percent to 3 percent of teachers 一 thousands annually — cross the line between accepted was of boosting scores, like using old tests to prepare students, and actual cheating.“Educators feel that their schools’ reputation, their livelihoods, their psychic meaning in life is at stake,” said Robert Schaeffer, public education director for Fair Test.
48. Paragraph 1 stresses the relationship between students, test results and .
A. their teachers9 interest
B. their families’ prestige
C. their own future success
D. their school’s reputation
49. According to the passage, the cheating was that .
A. the test supervisors provided hints during the test
B. the test designers trained the testees before the test
C. the students exchanged their notes during the test
D. the students were given the answers before the test
50. It is commonly believed that .
A. educators rarely get involved in academic cheating
B. children’s standardized tests have many drawbacks
C. teachers play a key role in their students9 cheating
D. school intervention helps reduce academic cheating
51. In Paragraph 4, the boldfaced word “stakes” refer to
A. opportunities B. responsibilities C. benefits D. achievements
52. In some places in the US, students’ test assessments .
A. indicate if the students have been effectively taught
B. decide whether the teachers can remain in their jobs
C. help identify who are fit to pursue a teaching career
D. influence how to improve curriculums in the future
53. What kind of role does the author think the government plays as associated with educator cheating?
A. They are adding to it. B. They are lenient with it.
C. They are overlooking it. D. They are serious about it.