Teachers have long said that success is its own reward. But these days, some students are finding that good grades can bring them cash and luxury gifts.
In at least a dozen states this school year, students who bring home top marks can expect more than just thankfulness.
The most ambitious experiment began in September, when seven states—Arkansas, Alabama, Connecticut, Kentucky, Massachusetts, Virginia and Washington—won spots in an Mobil-funded program that,in most cases,pays students $100 for each passing grade on advanced placement(AP) college-prep exams.
It’s an effort to get low-income and minority students interested in the courses, says Tommie Sue Anthony, president of the Arkansas Advanced Initiative for Math and Science. "We still have students who are not sure of the value, who are not willing to take the courses. "she says, "Probably the motivation will make a difference with those students. "
Gregg Fleisher of the National Math and Science Initiative, which runs the seven-state program, says the effort is modeled on a program adopted by Dallas in the 1995—1996 school year that saw AP course-taking jump obviously. That program is now statewide.
While many educators would be against offering kids cash for good grades, Fleisher and others say the idea is simple. "It’s an encouragement to get them to basically make the right decision and choose a more strict class. "he says, "This teaches them that if they work at something very hard and have a lot of support, they can do something they didn’t think they could do. "
An analysis of the Texas program last month by Cornell economist C · Kirabo Jackson found that it linked to a 30% rise in the number of students with high SAT and ACT scores and an 8% rise in college going students.
Which of the following statements is TRUE

A:Students who top at college-prep exams get $100. B:The program was probably first adopted by Dallas. C:The program has been going on half a dozen states this year. D:The program didn’t have any effect on students’ achievements.

Lots of creatures already reproduce without sex. Since the birth of Louise Brown, the first test-tube baby, in 1978, (1) of human beings (2) in laboratory glassware rather than in bed.
If human cloning becomes possible—and since the birth of a sheep called Dolly, (3) doubt that it will be feasible to clone a person by 2025—even the link between sex organs and reproduction (4) . You will then be able to take a cutting from your body and grow a new person, (5) you were a willow tree.
(6) , we have already divorced sex from reproduction. In the 1960s, the contraceptive pill freed women to enjoy sex for its own sake. (7) , greater tolerance of homosexuality signaled society’s acceptance of nonreproductive sex of another sort. These changes are only continuations of a (8) that started perhaps a million years ago.
Human beings (9) the interest in infertile, social sex with a few other species: dolphins, apes and some birds. But (10) sex is too good for human beings to (11) , more and more people will abandon it as a (12) of reproduction.
In the modern world, you can (13) have sex and parenthood without suffering the bit (14) . Some Hollywood actresses (15) the urge for mothering by electing to adopt children (16) spoil their figures (as they see it) by childbearing. For people as beautiful as this, the temptation to (17) a clone (reared in a surrogate womb) could one day be (18) .
However, human cloning and designer babies are probably not (19) . Even assuming that the procedures are judged safe and efficient in farm animals, still a long way off, they will be heavily (20) , if not banned, by many governments for human beings.

Read the following text. Choose the best word (s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1.17（）

A:adapt B:have adapted C:adopt D:have adopted

Mr. Leonard, the principal of the Bedford Academy High School in Bedford-Stuyvesant, Brooklyn, is a man of many solutions, many of them creative, many of them, apparently, also effective. In New York City, only about 50 percent of students manage to graduate in four years. At Bedford Academy, 63 percent of the students qualify for free lunch, a majority of which are being raised by a single mother and another significant number are being raised by someone other than a parent. Yet close to 95 percent of students graduate, and actually, every one of those goes on to college.
Mr. Leonard does not achieve those results by admitting only high-testing students into his school. Of the students arriving with lower test scores, Mr. Leonard says that he is not looking for the students with the highest grades, or even the best behavior. He’s looking for the ones who understand his basic mission of discipline and respect, and are willing to devote themselves to his regular training course.
The Bedford Academy High School is famous for its autonomy. For Mr. Leonard, autonomy means insisting that all entering students spend their Saturday mornings in preparatory classes tile summer before they enroll. Autonomy also means an automatic weeklong suspension for any student who "disrespects a female," said Mr. Leonard. It means requiring struggling students, in the weeks before the Regents exams, to attend studying sessions on Saturday from 9 a. m. until 9 p. m. It means the most senior, experienced teachers, including Mr. Leonard, teach not the school’s academic jewels, but the most struggling students.
And autonomy also means the school’s teachers administer almost no homework. Instead they emphasize after-school tutoring where the teachers can keep a better eye on whether the student is actually grasping the material.

In Mr. Leonard’s school, most of the students who don’t have to pay for lunch（　）

A:are adopted children B:are parentless C:are homeless D:have a single parent

Mr. Leonard, the principal of the Bedford Academy High School in Bedford-Stuyvesant, Brooklyn, is a man of many solutions, many of them creative, many of them, apparently, also effective. In New York City, only about 50 percent of students manage to graduate in four years. At Bedford Academy, 63 percent of the students qualify for free lunch, a majority of which are being raised by a single mother and another significant number are being raised by someone other than a parent. Yet close to 95 percent of students graduate, and actually, every one of those goes on to college.
Mr. Leonard does not achieve those results by admitting only high-testing students into his school. Of the students arriving with lower test scores, Mr. Leonard says that he is not looking for the students with the highest grades, or even the best behavior. He’s looking for the ones who understand his basic mission of discipline and respect, and are willing to devote themselves to his regular training course.
The Bedford Academy High School is famous for its autonomy. For Mr. Leonard, autonomy means insisting that all entering students spend their Saturday mornings in preparatory classes tile summer before they enroll. Autonomy also means an automatic weeklong suspension for any student who "disrespects a female," said Mr. Leonard. It means requiring struggling students, in the weeks before the Regents exams, to attend studying sessions on Saturday from 9 a. m. until 9 p. m. It means the most senior, experienced teachers, including Mr. Leonard, teach not the school’s academic jewels, but the most struggling students.
And autonomy also means the school’s teachers administer almost no homework. Instead they emphasize after-school tutoring where the teachers can keep a better eye on whether the student is actually grasping the material.

In Mr. Leonard’s school, most of the students who don’t have to pay for lunch （　）

A:are adopted children B:are parentless C:are homeless D:have a single parent

Passage Two Mr. Leonard, the principal of the Bedford Academy High School in Bedford-Stuyvesant, Brooklyn, is a man of many solutions, many of them creative, many of them, apparently, also effective. In New York City, only about 50 percent of students manage to graduate in four years. At Bedford Academy, 63 percent of the students qualify for free lunch, a majority of which are being raised by a single mother and another significant number are being raised by someone other than a parent. Yet close to 95 percent of students graduate, and actually, every one of those goes on to college. Mr. Leonard does not achieve those results by admitting only high-testing students into his school. Of the students arriving with lower test scores, Mr. Leonard says that he is not looking for the students with the highest grades, or even the best behavior. He’s looking for the ones who understand his basic mission of discipline and respect, and are willing to devote themselves to his regular training course. The Bedford Academy High School is famous for its autonomy. For Mr. Leonard, autonomy means insisting that all entering students spend their Saturday mornings in preparatory classes tile summer before they enroll. Autonomy also means an automatic weeklong suspension for any student who "disrespects a female," said Mr. Leonard. It means requiring struggling students, in the weeks before the Regents exams, to attend studying sessions on Saturday from 9 a. m. until 9 p. m. It means the most senior, experienced teachers, including Mr. Leonard, teach not the school’s academic jewels, but the most struggling students. And autonomy also means the school’s teachers administer almost no homework. Instead they emphasize after-school tutoring where the teachers can keep a better eye on whether the student is actually grasping the material.In Mr. Leonard’s school, most of the students who don’t have to pay for lunch ______.

A:are adopted children B:are parentless C:are homeless D:have a single parent

Teachers have long said that success is its own reward. But these days, some students are finding that good grades can bring them cash and luxury gifts.
In at least a dozen states this school year, students who bring home top marks can expect more than just thankfulness.
The most ambitious experiment began in September, when seven states—Arkansas, Alabama, Connecticut, Kentucky, Massachusetts, Virginia and Washington—won spots in an Mobil-funded program that,in most cases,pays students $100 for each passing grade on advanced placement(AP) college-prep exams.
It’s an effort to get low-income and minority students interested in the courses, says Tommie Sue Anthony, president of the Arkansas Advanced Initiative for Math and Science. "We still have students who are not sure of the value, who are not willing to take the courses. "she says, "Probably the motivation will make a difference with those students. "
Gregg Fleisher of the National Math and Science Initiative, which runs the seven-state program, says the effort is modeled on a program adopted by Dallas in the 1995—1996 school year that saw AP course-taking jump obviously. That program is now statewide.
While many educators would be against offering kids cash for good grades, Fleisher and others say the idea is simple. "It’s an encouragement to get them to basically make the right decision and choose a more strict class. "he says, "This teaches them that if they work at something very hard and have a lot of support, they can do something they didn’t think they could do. "
An analysis of the Texas program last month by Cornell economist C · Kirabo Jackson found that it linked to a 30% rise in the number of students with high SAT and ACT scores and an 8% rise in college going students.
Which of the following statements is TRUE

A:Students who top at college-prep exams get $100. B:The program was probably first adopted by Dallas. C:The program has been going on half a dozen states this year. D:The program didn’t have any effect on students’ achievements.