B. Sci Academy is a flagship charter school and a model of the new data-driven, business-infused approach to education that has won its worship in New Orleans. After Hurricane Katrina in 2005, education reformers swept away what remained of the traditional public schools in what had been one of the nation's lowest- performing districts. In their place, charters promised choice and increased accountability( 負(fù)責(zé)制 ). More than 75 percent of New Orleans kids landed in schools controlled by the so-called Recovery School District, which was heavily dominated by charter schools.

　　C. "This transformation of the New Orleans educational system may turn out to be the most significant national development in education since desegregation," wrote Neerav Kingsland, the CEO of New Schools for New Orleans, the city's leading venture-philanthropy group incubating local charter schools, a year ago. "New Orleans students have access to educational opportunities that are far superior to any in recent memory."

　　D. But eight years after Hurricane Katrina, there is evidence that the picture is far more complicated. Seventy- nine percent of RSD charters are still rated D or F by the Louisiana Department of Education. Sci is one of two RSD high schools to earn a B; there are no A-rated open-admission schools. In a school system with about 42,000 mostly poor African-American kids, every year thousands are out of school at any given time-- because they are on suspension, have dropped out, or are incarcerated. Even at successful schools, such as the highly regarded Sci Academy, large numbers of students never make it to graduation, and others are unlikely to make it through college.

　　E. Figuring out what has taken place in the New Orleans schools is not just a matter of interest to local residents. From cities like New York to towns like Muskegon Heights, Michigan, market-style reforms have been widely considered as the answer to America's educational woes. New Orleans tells us a lot about what these reforms look like in practice. And the current reality of the city's schools should be enough to give pause to even the most passionate charter supporters.

　　F. With its chain-link fence and campus of module-like buildings--the result of a continuing post-Hurricane Katrina building shortage--Sci Academy doesn't look much like a model school. Freshmen, wearing the polo shirts and khakis of the school uniform, are required to walk along straight red lines that snake through the school's breezeways. Placards bearing slogans, such as "No Short Cuts; No Excuses" and "Go Above and Beyond," hang overhead.

　　G. Everything at Sci Academy is carefully designed to maintain discipline and focus on the school's principal mission, which is to get every student into college. Each morning, at 8 a.m., the teachers, almost all white and in their 20s, gather for a rousing thigh-slapping, hand-clapping, rap-chanting staff revival meeting, the beginning of what will be, for most, a 14- to 16-hour workday. Students arrive a half hour later, and if asked "Why are you here?" and "What will it take?" are expected to respond "To learn" followed by a recitation of the school's six core values: "achievement, respect, responsibility, perseverance, teamwork, and enthusiasm."

　　H. Both curriculum and behavior are elaborately arranged. As kids file into class, a teacher hands them their "entry ticket," a survey that helps determine how much students retained from the previous class. An "exit ticket" distributed at the end of each class establishes how much kids have absorbed. Information from the exit tickets, as well as attendance, demerits for bad behavior, and "Sci bucks" for good behavior, are keyed into the Sci software system by teachers every night to help monitor both student and teacher performance.

　　I. After the storm, the state fired the city's unionized teachers, who were mostly middle-aged African- Americans, an action that has been challenged in court. While a few schools have hired back teachers who worked in the pre-Katrina schools, the city now relies heavily on inexperienced educators--mostly young, white, and from out of town--who are willing, at least in the short run, to put in exhausting hours. But at many schools, including Sci Academy, plenty of teachers last for less than two years.

　　J. In New Orleans, teachers with certifications from Teach for America number close to 400, five times the level a few years ago. Within the RSD, in 2011, 42 percent of teachers had less than three years of experience; 22 percent have spent just one year or less in the classroom, according to "The State of Public Education in New Orleans," a 2012 report by the pro-charter Cowen Institute at Tulane University.

　　K. In part to help with this lack of experience, charter schools train teachers in highly regimented routines that help them keep control of their classrooms. The city's charter-school advocates argue that in the aftermath of the storm, when charter operators had to scale up quickly, they needed to start with basics: first order and security, then skill building. "Kids expect high school to be dangerous. They come to school with their backs up," explains Sci Academy's Marcovitz, a graduate of the elite Maret school in Washington, D.C., and Yale University. He says the routines--which are borrowed from methods pioneered by KIPP, a national charter chain that also operates schools in New Orleans--are intended to keep students focused and feeling safe.

　　L. In one English class last fall, a teacher who had been at Sci for about a year held forth on the fine points of grammar, including the subtle difference between modal and auxiliary verbs. As a few heads drifted downward, she employed a popular charter-school management routine to hold the class's attention. "SPARK check! " she called. The acronym stands for sit straight; pencil to paper (or place hands folded in front); ask and answer questions; respect; and keep tracking the speaker.

　　M. "Heads up, sit straight--15 seconds to go," she said, trying to get her students' attention. "All scholars please raise your homework in THREE, TWO, ONE. We need to set a goal around homework completion. I only see about one third complete homework."

　　N. It's a long way from the city's charter school roots. In the 1990s, the city's first charter school, New Orleans Charter Middle School, was built on a progressive curriculum that used experiential projects and electives, such as bicycle repair and African dance, to foster a love of learning. The school became the most highly rated nonselective school in the city before it was devastated during Hurricane Katrina. But while its founders went on to create FirstLine, now one of the leading charter operators in New Orleans, the progressive roots of the charter movement have been swamped by the new realities of a competitive charter marketplace.

　　O. Now, driven by both government policy and charitable funding--which rewards schools for preparing students for college and penalizes those that don't--most charter high schools in New Orleans describe themselves as "college prep." This may seem an admirable goal. But in a school system where the number of eighth graders who passed the end-of-course tests required to get into high school has, according to the Cowen Institute, virtually stagnated at about 60 percent, the push toward college leaves behind many of the most disadvantaged kids, who already face enormous hurdles because of poverty, parental abandonment, and one of the highest rates of gun violence in the nation. For some of these students, college is not necessarily a realistic goal.

　　46. Teachers in charter schools are trained in strict and rigid ways since most of them are inexperienced.

　　47. Instead of carrying on its tradition of being advanced, New Orleans Charter Middle School has to follow market rules to survive and compete with other schools.

　　48. Students in New Orleans have got the best education opportunity they have ever had in recent years.

　　49. Many charter high schools in New Orleans are to help students enter college, which is supported by government policy and attracts funds.

　　50. Traditional public schools have been completely reformed in areas with worst reputation on education quality in 2005.

　　51. Even schools like Sci Academy cannot keep teachers for long.

　　52. Several years ago, there were only about 80 teachers with qualified certifications in New Orleans.

　　53.Even Sci Academy, which enjoys a high reputation, fails to help a lot of students graduate.

　　54. Various information on students can be tracked down in Sci Academy's computer systems to ensure the teaching quality.

　　55. To solve the problem of American education, many people turn to the function of market as the key.

　　【參考譯文】

　　大憲章的試用

　　A.sciAcademy是新奧爾良的一所特許學(xué)校，在其第一屆大四學(xué)生畢業(yè)之前很久，該學(xué)校已經(jīng)備受稱贊。

　　2010年9月，sci Academy成立兩年之時(shí)，200名學(xué)生(當(dāng)時(shí)全是新生和二年級(jí)學(xué)生)興奮地涌入學(xué)校隔壁的圣史蒂芬浸信會(huì)教堂。學(xué)生們與當(dāng)?shù)卣⒂浾呒般~管樂隊(duì)一起觀看了巨型屏幕上播放的奧普拉脫口秀，全國六所特許學(xué)校的領(lǐng)導(dǎo)現(xiàn)身該節(jié)目。節(jié)目結(jié)束時(shí)，他們看到奧普拉給每所特許學(xué)校的領(lǐng)導(dǎo)，包括sciAcademy的創(chuàng)始人本·馬爾科維茨在內(nèi)，每人一張一百萬美元的支票。

　　B.sci Academy是一所一流的特許學(xué)校，它將新型的數(shù)據(jù)化及商業(yè)模式引入教育，并在新奧爾良備受推崇。[50]2005年，在卡特里娜颶風(fēng)后。教育改革者們對(duì)該國教育質(zhì)量最低的地區(qū)之一的傳統(tǒng)公立學(xué)校進(jìn)行了全面改革。在這里，特許學(xué)校承諾選擇權(quán)，加強(qiáng)問責(zé)制。新奧爾良超過75%的孩子進(jìn)入了所謂的恢復(fù)學(xué)區(qū)(RSD.管控的學(xué)校，特許學(xué)校是該區(qū)域的主流學(xué)校。

　　C.一年前，“新奧爾良新學(xué)校”的首席執(zhí)行官，該市培育當(dāng)?shù)靥卦S學(xué)校的主要風(fēng)險(xiǎn)慈善團(tuán)體負(fù)責(zé)人尼拉夫·金斯蘭寫道，“新奧爾良教育體系的變革有可能被證明是自廢除種族隔離之后全國教育發(fā)展最顯著的變革。[48]新奧爾良學(xué)生近年來得到的教育機(jī)會(huì)比以往要優(yōu)越得多。”

　　D.但是在卡特里娜颶風(fēng)發(fā)生八年后，有證據(jù)表明實(shí)際情況要復(fù)雜得多。RSD學(xué)區(qū)的特許學(xué)校中依然有79%被路易斯安那州教育部評(píng)為D或F級(jí)。sci是RSD學(xué)區(qū)中兩所得到B級(jí)的高中之一;該學(xué)區(qū)沒有一所學(xué)校得到A級(jí)。在這個(gè)有著大約4.2萬名學(xué)生，其中大部分為貧困的非洲裔美國兒童的學(xué)區(qū)中，每年都會(huì)有成千上萬的學(xué)生在任意時(shí)間離開學(xué)校，他們或被暫令停學(xué)，或輟學(xué)抑或被監(jiān)禁。[53]即使在成功的學(xué)校，如享有盛譽(yù)的sci Academy，很多學(xué)生也都無法畢業(yè)，其他的則很難升入大學(xué)。

　　E.查明新奧爾良學(xué)校的事實(shí)真相并不僅為該地居民所關(guān)心。從紐約市到像密歇根MuskegonHeights那樣的小鎮(zhèn)，[55]市場化改革已被廣泛地認(rèn)為是解決美國教育困境的靈丹妙藥。新奧爾良讓我們看到了在實(shí)踐中這些改革的作用。而當(dāng)前該市學(xué)校的狀況應(yīng)該有足夠的理由讓那些最狂熱的特許學(xué)校支持者們暫時(shí)停下腳步。

　　F.SciAcademy的鋼絲網(wǎng)圍欄和模塊化建筑——卡特里娜颶風(fēng)后建筑物持續(xù)匱乏的結(jié)果——使得這所學(xué)校看起來一點(diǎn)也不像是所模范學(xué)校。穿著馬球衫和卡其褲校服的大一新生必須沿著筆直的紅線行走，這些紅線遍布校園的所有道路。寫有“沒有捷徑;沒有借口”和“超越”等口號(hào)的標(biāo)語牌在頭頂上懸掛著。

　　G.sci Academy的一切事情都經(jīng)過精心設(shè)計(jì)以維持學(xué)校的紀(jì)律及專注于學(xué)校的要?jiǎng)?wù)，學(xué)校的要?jiǎng)?wù)就是讓每一個(gè)學(xué)生都升入大學(xué)。每天上午8點(diǎn)，教師們，幾乎全是二十多歲的白人，集合起來開員工布道會(huì)。在會(huì)上，他們一邊又拍大腿又拍手，一邊嘴里念念有詞。這是他們當(dāng)中大多數(shù)人一天l4至16小時(shí)工作的開始。學(xué)生們半小時(shí)后到達(dá)，需要回答問題，如“你為什么在這里?”或“你該怎么做?”，回答應(yīng)該是“學(xué)習(xí)”，而在回答問題之前則要背誦學(xué)校的六大核心價(jià)值觀：“成就、尊重、責(zé)任、毅力、合作和熱情”。

　　H.學(xué)校課程和行為都是經(jīng)過精心安排的。孩子們進(jìn)入課堂時(shí)，老師發(fā)給他們“進(jìn)場票”，以便確定多少剛才下課的學(xué)生留了下來。“退場票”會(huì)在每節(jié)課下課時(shí)發(fā)，以便弄清多少孩子吸收了知識(shí)。[54]各種學(xué)生信息，諸如退場票、出勤、錯(cuò)誤行為以及嘉獎(jiǎng)良好表現(xiàn)用的“sci幣”等均由教師每晚鍵入sci軟件系統(tǒng)，以便監(jiān)測學(xué)生的學(xué)習(xí)情況及教師的授課情況。

　　I.颶風(fēng)后，國家解雇了市工會(huì)的教師，他們大多是中年非裔美國人，這一舉動(dòng)已被訴諸法庭。雖然一些學(xué)校重新雇用了卡特里娜颶風(fēng)之前在學(xué)校工作的教師，但該市現(xiàn)在很大程度上依賴經(jīng)驗(yàn)不足的教師，他們大多是年輕的白人，住在城外。他們?cè)敢猓辽僭诙唐趦?nèi)可以承受這種令人精疲力竭的工作。[51]但是在許多學(xué)校.包括sci Academy在內(nèi)。很多教師都堅(jiān)持不到兩年就離開了。

　　J.[52]在新奧爾良.擁有美國教學(xué)證書資質(zhì)的教師數(shù)目接近400人。這是幾年前的5倍。根據(jù)杜蘭大學(xué)科文學(xué)院2012年的報(bào)告“新奧爾良公立教育現(xiàn)狀”，2011年RSD學(xué)區(qū)內(nèi)的教師中有42%教齡不到三年，22%只有一年或不足一年的教齡。

　　K.[46]為了部分地解決缺乏經(jīng)驗(yàn)的問題，特許學(xué)校讓老師們經(jīng)受嚴(yán)格管制的程式化訓(xùn)練，以便使他們能夠管理自己的班級(jí)。該市特許學(xué)校的倡導(dǎo)者稱，在颶風(fēng)的余波中，特許學(xué)校經(jīng)營者們必須迅速成長，他們需要從基礎(chǔ)做起：首先是秩序和安全，然后是技能訓(xùn)練。華盛頓特區(qū)精英學(xué)校及耶魯大學(xué)畢業(yè)生馬爾科維茨說：“學(xué)生覺得高中是危險(xiǎn)的地方。他們得挺起胸膛上學(xué)。”他說常規(guī)的目的是幫助學(xué)生集中注意力并獲取安全感——這些常規(guī)是從一家也在奧爾良開設(shè)學(xué)校的全國特許連鎖KIPP的方法中借鑒來的。

　　L.這是去年秋天一節(jié)英語課上的情景。一位已經(jīng)在Sci任教大約一年的老師講了包括情態(tài)動(dòng)詞和助動(dòng)詞的細(xì)微差別在內(nèi)的幾個(gè)語法點(diǎn)。由于課堂上有幾個(gè)人低下頭，她便使用了特許學(xué)校管理常規(guī)中最流行的方式以引起全班的注意力。她喊道：“SPARK檢查!”這幾個(gè)字母縮寫分別代表“坐直”，“鉛筆和紙準(zhǔn)備好(或雙手交叉放在前面)”，“提問和回答問題”，“尊重”和“保持專注”。

　　M.“抬頭，坐直——15秒，”她說道，試圖使學(xué)生提高注意力。“三、二、一，請(qǐng)舉起你們的作業(yè)。我們需要針對(duì)作業(yè)完成情況設(shè)定目標(biāo)。我看到班里只有三分之一的同學(xué)完成了作業(yè)。”

　　N.該市的特許學(xué)校經(jīng)歷了長時(shí)間的發(fā)展。在上世紀(jì)90年代，該市的第一所特許學(xué)校名為新奧爾良特許中學(xué)，其課程設(shè)置比較先進(jìn)，包含體驗(yàn)項(xiàng)目和選修課，如自行車修理和非洲的舞蹈等，以培養(yǎng)學(xué)生對(duì)學(xué)習(xí)的熱愛。在被卡特里娜颶風(fēng)摧毀前，該校是最受好評(píng)的非選擇性學(xué)校。[47]但是當(dāng)其創(chuàng)始人接著創(chuàng)辦№t“ne(當(dāng)今新奧爾良特許學(xué)校的領(lǐng)軍力量之一)時(shí)。特許運(yùn)動(dòng)中先進(jìn)的根基已經(jīng)被競爭強(qiáng)烈的特許市場的新現(xiàn)實(shí)所淹沒。

　　O.[49]如今。受政府政策和慈善資金的驅(qū)使(政策和資金獎(jiǎng)勵(lì)那些幫助學(xué)生升入大學(xué)的學(xué)校并懲罰那些無法做到的學(xué)校)，大多數(shù)新奧爾良特許中學(xué)自稱“大學(xué)預(yù)科學(xué)校”。這一目標(biāo)似乎令人稱道。但是根據(jù)科文學(xué)院的統(tǒng)計(jì)，在這個(gè)八年級(jí)學(xué)生需要通過結(jié)業(yè)測試進(jìn)入高中的學(xué)校體系中，升入高中的人數(shù)幾乎停滯在60%左右。以升入大學(xué)為教育動(dòng)力的做法使這些處于最不利狀況中的大多數(shù)孩子受到影響。由于貧窮、父母的遺棄以及生活在國內(nèi)槍支暴力犯罪率最高的地方，他們已經(jīng)面臨巨大的障礙。對(duì)這樣的學(xué)生而言，大學(xué)不一定是一個(gè)現(xiàn)實(shí)的目標(biāo)。

　　【答案解析】

　　46.K

　　解析：題干意為，特許學(xué)校中的老師大多數(shù)沒有教學(xué)經(jīng)驗(yàn)，因而需經(jīng)受嚴(yán)厲而苛刻的訓(xùn)練。注意抓住題干中的關(guān)鍵詞trained和inexperienced。文章段落中，關(guān)于特許學(xué)校教師教學(xué)經(jīng)驗(yàn)的內(nèi)容在K段出現(xiàn)。該段第一句提到，為了部分地解決缺乏經(jīng)驗(yàn)的問題，特許學(xué)校讓老師們經(jīng)受嚴(yán)格管制的程式化訓(xùn)練，以便使他們能夠管理自己的班級(jí)。由此可見，題干是對(duì)原文的同義轉(zhuǎn)述，故答案為K。題干中的inexpertenced 與原文中的lackofexperience相對(duì)應(yīng);strict andrigidways是原文中regimented routines的同義轉(zhuǎn)述。

　　47.N

　　解析：題干意為，新奧爾良特許中學(xué)沒有繼承先進(jìn)的傳統(tǒng)，只能遵循市場法則而生存，并與其他學(xué)校競爭。注意抓住題干中的關(guān)鍵詞New Orleans Charter Middle School和compete。關(guān)于新奧爾良特許中學(xué)與其他學(xué)校競爭的內(nèi)容在N段出現(xiàn)。該段最后一句提到，但是當(dāng)其創(chuàng)始人接著創(chuàng)辦FirstLine(當(dāng)今新奧爾良特許學(xué)校的領(lǐng)軍力量之一)時(shí)，特許運(yùn)動(dòng)中先進(jìn)的根基已經(jīng)被競爭強(qiáng)烈的特許市場的新現(xiàn)實(shí)所淹沒。這說明新奧爾良特許中學(xué)的先進(jìn)性受到了沖擊。題干是原文的同義轉(zhuǎn)述，故答案是N。

　　48.C

　　解析：題干意為，新奧爾良的學(xué)生近年來獲得了最好的教育機(jī)會(huì)。注意抓住題干中的關(guān)鍵詞0pportunity和recent。關(guān)于新奧爾良學(xué)生教育機(jī)會(huì)的內(nèi)容在c段出現(xiàn)。該段最后一句提到，新奧爾良學(xué)生近年來得到的教育機(jī)會(huì)比以往要優(yōu)越得多。由此可見，題干是原文的同義轉(zhuǎn)述，故答案是C。

　　49.O

　　解析：題干意為，新奧爾良的許多特許學(xué)校旨在幫助學(xué)生升入大學(xué)，這一點(diǎn)獲得了政府政策的支持，并吸引了一些資金。注意抓住題干中的關(guān)鍵詞governmentpolicy和attractsfunds。關(guān)于政府對(duì)特許學(xué)校政策的內(nèi)容出現(xiàn)在O段。該段第一句提到，受政府政策和慈善資金的驅(qū)使(政策和資金獎(jiǎng)勵(lì)那些幫助學(xué)生升入大學(xué)的學(xué)校并懲罰那些無法做到的學(xué)校)，大多數(shù)新奧爾良特許學(xué)校自稱“大學(xué)預(yù)科學(xué)校”。由此可見，題干是原文的同義轉(zhuǎn)述，故答案是O。

　　50.B

　　解析：題干意為，2005年，那些教育質(zhì)量口碑極差地區(qū)的傳統(tǒng)公立學(xué)校經(jīng)歷了徹底的改革。注意抓住題干中的關(guān)鍵詞traditionalpublic schools和reformed。關(guān)于公立學(xué)校改革的內(nèi)容出現(xiàn)在B段中，該段第二句提到，2005年，在卡特里娜颶風(fēng)后，教育改革者們對(duì)該國教育質(zhì)量最低的地區(qū)之一的傳統(tǒng)公立學(xué)校進(jìn)行了全面改革。由此可見，題干是原文的同義轉(zhuǎn)述，故答案是B。題干中的worst與原文中的lowest相對(duì)應(yīng)。

　　51.I

　　解析：題干意為，甚至像Sci Academy這樣的學(xué)校也無法長久地留住教師。注意抓住題干中的關(guān)鍵詞SciAcademy和attractteachers。關(guān)于該校教師流動(dòng)情況的內(nèi)容出現(xiàn)在I段中，該段最后一句提到，許多學(xué)校，包括SciAcademy在內(nèi)，很多教師都堅(jiān)持不到兩年就離開了。由此可見，題干是原文的同義轉(zhuǎn)述，故答案是I。題干中的cannot…forlon9與原文中的lessthantwoyears意思相當(dāng)。

　　52.J

　　解析：題干意為，幾年前新奧爾良大約只有踟位左右有資質(zhì)證書的教師。注意抓住題干中的關(guān)鍵詞certifications。關(guān)于新奧爾良教師資質(zhì)的內(nèi)容出現(xiàn)在J段中。該段第一句提到，在新奧爾良，擁有美國教學(xué)證書資質(zhì)的教師數(shù)目接近400人，這是幾年前的5倍。由此可見幾年前擁有證書資質(zhì)的教師數(shù)量應(yīng)是現(xiàn)在的1/5左右，即80人左右。題干是原文的同義轉(zhuǎn)述，故答案是J。

　　53.D

　　解析：題干意為，甚至像Sci Academy這樣的享有良好口碑的學(xué)校也無法使其眾多學(xué)生順利畢業(yè)。注意抓住題干中的關(guān)鍵詞the majority of和graduate。關(guān)于該校學(xué)生畢業(yè)的內(nèi)容出現(xiàn)在D段中，該段最后一句提到，即使在成功的學(xué)校，如享有盛譽(yù)的sci Academy，該校很多學(xué)生也都無法畢業(yè)，其他的則很難升入大學(xué)。由此可見，題干意思與原文相符，故答案是D。題干中的alotof與原文中的large numbers of為同義轉(zhuǎn)述。

　　54.H

　　解析：題干意為，關(guān)于學(xué)生的各種信息都能在sci Academy的計(jì)算機(jī)系統(tǒng)中找到，以確保教學(xué)質(zhì)量。注意抓住題干中的關(guān)鍵詞information和computer systems。關(guān)于學(xué)生信息的內(nèi)容出現(xiàn)在H段。該段中最后一句提到，各種學(xué)生信息，諸如退場票、出勤、錯(cuò)誤行為以及嘉獎(jiǎng)良好表現(xiàn)用的“sci幣”等均由教師每晚鍵入sci軟件系統(tǒng)，以便監(jiān)測學(xué)生學(xué)習(xí)情況及教師授課情況。由此可見，題干是原文的同義轉(zhuǎn)述，故答案是H。題干中的computer systems是對(duì)原文software system的同義轉(zhuǎn)述。

　　55.E

　　解析：題干意為，為解決美國教育問題，許多人轉(zhuǎn)向市場功能作為解決的關(guān)鍵。注意抓住題干中的關(guān)鍵詞problem和market，關(guān)于如何解決美國,t-ff問題的內(nèi)容出現(xiàn)在E段。該段第二句后半部分提出，市場化改革已被廣泛地認(rèn)為是解決美國教育困境的靈丹妙藥。由此可見，題干是對(duì)原文的同義轉(zhuǎn)述。題干中的problem與原文中的woes相對(duì)應(yīng)。