By what means do the children of the author' s family go to school

A:They take school bus. B:They take a taxi. C:Their mother drives for them. D:Scout troop sends them to school.

Galloway, a mostly middle-class community northwest of Atlantic City, is part of a wave of districts across the nation trying to remake homework amid concerns that high-stakes testing and competition for college have fueled a nightly grind that is stressing out children and depriving them of play and rest, yet doing little to raise achievement, particularly in elementary grades.
Such efforts have drawn criticism from some teachers and some parents who counter that students must study more, not less, if they are to succeed. Even so, the anti-homework movement has been reignited in recent months by the documentary Race to Nowhere, about burned-out students caught in a pressure-cooker educational system. "There is simply no proof that most homework as we know it improves school performance," said Vicki Abeles, the filmmaker and a mother of three from California. "And by expecting kids to work a ’second shift’ in what should be their downtime, the presence of schoolwork at home is negatively affecting the health of our young people and the quality of family time. "
So teachers at Mango Elementary School in Fontana, Calif., are replacing homework with "goal work" that is specific to individual student’s needs and that can be completed in class or at home at his or her own pace. The Brooklyn School of Inquiry, a gifted and talented program, has made homework optional. "I think people confuse homework with rigor," said Donna Taylor, the Brooklyn School’s principal, who views homework for children under 11 as primarily benefiting parents by helping them feel connected to the classroom.
Research has long suggested that homework in small doses can reinforce basic skills and help young children develop study habits, but that there are diminishing returns. Still, efforts to roll back homework have been opposed by those who counter that there is not enough time in the school day to cover required topics and that homework reinforces classroom learning. In Coronado, Calif. , the school board rejected a proposal by the superintendent to eliminate homework on weekends and holidays after some parents said that was when they had time to help their children and others worried it would result in more homework on weeknights.
Homework wars have divided communities for over a century. In the 1950s, the Sputnik launching ushered in heavier workloads for American students in the race to keep up with the Soviet Union. The 1983 report "A Nation at Risk" and, more recently, the testing pressures of the No Child Left Behind law, also resulted in more homework for children at younger ages. A few public and private schools have renounced homework in recent years, but most have sought a middle ground. In Galloway, the policy would stipulate that homework cover only topics already addressed in class. Dr. Giaquinto, Galloway’s superintendent, said the goal of the proposed policy was to make homework "meaningful and manageable," noting that teachers would have to coordinate assignments so that a student’s total homework would not exceed the time limit.

Which of the following hasn’t joined the anti-homework endeavor（）

A:Galloway school district B:Mango Elementary School C:Brooklyn School of Inquiry D:The school board in Coronado

(At school) he found that he hated (eating) in the dining room, (studied) (for) his chemistry class, and doing his laundry.（　）

A:At school B:eating C:studied D:for

(It was) (in this school) (where) he had studied (for four years).（　）

A:It was B:in this school C:where D:for four years

The writer concludes that school rules to forbid smoking ______.

A:should be introduced, for it really works at the school where he once studied B:should not be introduced, for it may cause disturbance C:should be introduced though it may not work effectively D:needn't be introduced as long as teachers don't smoke in front of children

What can be a good indication of the Bedford School’ s success

A:63 percent of its students go on to college. B:A high percentage of students enjoy free lunch. C:All the graduates from the school go on to college. D:The number of its graduates is twice that of New York High School

The school insists that students should____．

A:leave the school if they fail to respect a woman B:attend the preparatory classes in the summer before enrolling C:do their homework to review what they have learned D:come to the school on Sundays

? ?When she was twelve, Mafia made her first important decision about the course of her life. She decided that she wanted to continue her education. Most girls from middle-class families chose to stay home after primary school, though some attended private Catholic "finishing" schools. There they learned a little about music, art, needlework, and how to make polite conversation. This was not the sort of education that interested Maria-or her mother. By this time, she had begun to take her studies more seriously. She read constantly and brought her books everywhere. One time she even brought her math book to the theater and tried to study in the dark.
? ?Maria knew that she wanted to go on learning in a serious way. That meant attending the public high school, something that very few girls did. In Italy at the time, there were two types of high schools: the "classical" schools and the "technical" schools. ?In the classical schools, the students followed a very traditional program of studies, with courses in Latin and Greek language and literature, and Italian literature and history. The few girls who continued studying after primary school usually chose these schools.
? ?Maria, however, wanted to attend a technical school. The technical schools were more modern than the classical schools and they offered courses in modem languages, mathematics, science, and accounting. ?Most people ?including Maria’s father-believed that girls would never he able to understand these subjects. Furthermore, they did not think it was proper for girls to study them.
? ?Maria did not care if it was proper or not. Math and science were the subjects that interested her most. But before she could sign up for the technical school, she had to win her father’s approval. She finally did, with her mother’s help, though for many years after, there was tension in the family. ?Maria’s father continued to oppose her plans, while her mother helped her.
? ?In 1883, at age thirteen, Maria entered the "Regia Scuola Tecnica Michelangelo Buonarroti" in Rome. Her experience at this school is difficult for us to imagine. Though the courses included modem subjects, the teaching methods were very traditional. Learning consisted of memorizing long lists of facts and repeating them back to the teacher. Students were not supposed to ask questions or think for themselves in any way. Teachers were very demanding, discipline in the classroom was strict, and punishment was severe for those who failed to achieve or were disobedient.

Maria wanted to attend ______.

A:school with Latin and Greek B:private "finishing" school C:school for art and music D:technical high school

When she was twelve, Maria made her first important decision about the course of her life. She decided that she wanted to continue her education. Most girls from middle-class families chose to stay home after primary school, though some attended private Catholic "finishing" schools. There they learned a little about music, art, needlework, and how to make polite conversation. This was not the sort of education that interested Maria-or her mother. By this time, she had begun to take her studies more seriously. She read constantly and brought her books everywhere. One time she even brought her math book to the theater and tried to study in the dark.
Maria knew that she wanted to go on learning in a serious way. That meant attending the public high school, something that very few girls did. In Italy at the time, there were two types of high schools, the "classical" schools and the "technical" schools. In the classical schools, the students followed a very traditional program of studies, with courses in Latin and Greek language and literature, and Italian literature and history. The few girls who continued studying after primary school usually chose these schools.
Maria, however, wanted to attend a technical school. The technical schools were more modern than the classical schools and they offered courses in modern languages, mathematics, science, and accounting. Most people—including Maria’ s father-believed that girls would never be able to understand these subjects. Furthermore, they did not think it was proper for girls to study them.
Maria did not care if it was proper or not. Math and science were the subjects that interested her most. But before she could sign up for the technical school, she had to win her father’s approval. She finally did, with her mother’ s help, though for many years after, there was tension in the family. Maria’ s father continued to oppose her plans, while her mother helped her.
In 1883, at age thirteen, Maria entered the "Regia Scuola Tecnica Michelangelo Buonarroti" in Rome. Her experience at this school is difficult for us to imagine. Though the courses included modern subjects, the teaching methods were very traditional. Learning consisted of memorizing long lists of facts and repeating them back to the teacher. Students were not supposed to ask questions or think for themselves in any way. Teachers were very demanding, discipline in the classroom was strict, and punishment was severe for those who failed to achieve or were disobedient.
Maria wanted to attend ______.

A:technical high school B:school with Latin and Greek C:private "finishing" school D:school for art and music

第二篇Going Her Own Way When she was twelve, Maria made her first important decision about the course of her life. She decided that she wanted to continue her education. Most girls from middle-class families chose to stay home after primary school, though some attended private Catholic “finishing” schools. There they learned a little about music, art, needlework, and how to make polite conversation. This was not the sort of education that interested Maria—or her mother. By this time, she had begun to take her studies more seriously. She read constantly and brought her books everywhere. One time she even brought her math book to the theater and tried to study in the dark. Maria knew that she wanted to go on learning in a serious way. That meant attending the public high school, something that very few girls did. In Italy at the time, there were two types of high schools: the “classical” schools and the “technical” schools. In the classical schools, the students followed a very traditional program of studies, with courses in Latin and Greek language and literature, and Italian literature and history. The few girls who continued studying after primary school usually chose these schools. Maria, however, wanted to attend a technical school. The technical schools were more modern than the classical schools and they offered courses in modern languages, mathematics, science, and accounting. Most people—including Maria’s father—believed that girls would never be able to understand these subjects. Furthermore, they did not think it was proper for girls to study them. Maria did not care if it was proper or not. Math and science were the subjects that interested her most. But before she could sign up for the technical school, she had to win her father’s approval. She finally did, with her mother’s help, though for many years after, there was tension in the family. Maria’s father continued to oppose her plans, while her mother helped her. In 1883, at age thirteen, Maria entered the “Regia Scuola Tecnica Michelangelo Buonarroti” in Rome. Her experience at this school is difficult for us to imagine. Though the courses included modern subjects, the teaching methods were very traditional. Learning consisted of memorizing long lists of facts and repeating them back to the teacher. Students were not supposed to ask questions or think for themselves in any way. Teachers were very demanding, discipline in the classroom was strict, and punishment was severe for those who failed to achieve or were disobedient. Maria wanted to attend a __________.

A:private "finishing” school B:school with Latin and Greek C:technical high school D:school for art and music