题目内容
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A．encourage more boys to Ivy League schools
B．fight against the US Commission on Civil Rights
C．remove the imbalance between genders
D．help the boys get better education
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This program prepares students for ______ (admit) to colleges and universities.
Admissions standards at colleges and universities have become controversial among educators and students alike. Although some institutions of higher education in the United States and Canada have highly selective admissions standards, others admit virtually any high school graduate able to meet minimum academic requirements. Many educators feel that every student should complete high school and that everyone desiring access to higher education should have an opportunity to pursue a college degree. However, critics of loose admissions standards argue that admitting large numbers of students who are academically unprepared for a college education often compromises the quality of the institution. Moreover, from the 1970s to the 1990s grade point averages have risen steadily at nearly all U.S. and Canadian colleges and universities, causing many educators and even some students to complain that acaidemic standards are too low.
Since passage of the Civil Rights Act of 1964, colleges and universities in the United States have carried out debates over affirmative action policies intended to diversify the racial composition of students and faculty. These policies influence student admission guidelines, financial aid distribution, and faculty hiring procedures by giving some preference to minority groups. In the 1990s several judicial decisions began to abolish affirmnative action programs at state-controlled universities. These decisions also imposed legislation to prohibit race-based preferences in college admissions, financial aid, and hiring. These decisions have far-reaching consequences and potentially impactthe efforts of all colleges and universities to achieve racial diversity while consistent with the law.
In addition to calls for a more diverse student body and faculty, many educators and students advocate a more diverse Undergraduate curriculum at colleges and universities. Arguing that traditional college curriculums focus too much on the history and culture of white males, they advocate a more multicultural curriculum that does not ignore women and minority cultures. Others argued that advocates of a multicultural curriculum are constrained by their own narrow ideo logical perspectives, and that they do not like the traditional moral, intellectual, and aesthetic judgment. These tradition alists argue for an undergraduate curriculum that emphasizes a core of knowledge that lies within the Western, cultural tradition. Most colleges and universities in the United States and Canada offer some courses that focus on traditional Western culture in addition to others that explore multicultural themes.
According to the first paragraph, the author wants to tell us that______.
A．educational standards that would combine academic and vocational objectives
B．educational standards that would separate academic and vocational curriculums
C．there exists the educational standards argumentation on the combination or separation of the academic and vocational objectives
D．colleges and universities perform. such a wide variety of roles
Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.
For America's colleges, January is a month of reckoning. Most applications for the next academic year beginning in the autumn have to be made by the end of December, so a university's popularity is put to an objective standard: how many people want to attend. One of the more unlikely offices to have been flooded with mail is that of the City University of New York (CUNY), a public college that lacks, among other things, a famous sports team, bucolic (田园风味的) campuses and raucous (沙哑的) parties (it doesn't even have dorms), and, until recently, academic credibility.
A primary draw at CUNY is a program for particularly clever students, launched in 2001. Some 1,100 of the 60,000 students at CUNY's five top schools receive a rare thing in the costly world of American colleges: free education. Those accepted by CUNY's honors program pay no tuition fees; instead they receive a stipend (生活津贴) of $ 7,500 (to help with general expenses) and a laptop computer. Applications for early admissions into next year's program are up 70%.
Admission has nothing to do with being an athlete, or a child of an alumnus, or having an influential sponsor, or being a member of a particularly aggrieved ethnic group--criteria that are increasingly important at America's elite colleges. Most of the students who apply to the honors program come from relatively poor families, many of them immigrant ones. All that CUNY demands is that these students be diligent and clever.
Last year, the average standardized test score of this group was in the top 7% in the country. Among the rest of CUNY's students averages are lower, but they are now just breaking into the top third (compared with the bottom third in 1997). CUNY does not appear alongside Harvard and Stanford on lists of America's top colleges, but its recent transformation offers a neat parable (寓言) of meritocracy (知识界精华) revisited.
Until the 1960s, a good case could be made that the best deal in American tertiary education was to be found not in Cambridge or Palo Alto, but in Harlem, at a small public school called City College, the core of CUNY. City's golden era came in the last century, when America's best known colleges restricted the number of Jewish students they would admit at exactly the time when New York was teeming with the bright children of poor Jewish immigrants.
What went wrong？ Put simply, City dropped its standards. It was partly to do with demography, partly to do with earnest muddle (糊涂的)-headedness. In the 1960s, universities across the country faced intense pressure to admit more minority students. Although City was open to all races, only a small number of black and Hispanic students passed the strict tests.
From the first paragraph we can learn that the City University of New York lacks all the following things EXCEPT ______.
A．a famous sports team
B．bucolic campuses
C．raucous parties
D．academic credibility
When it comes to SAT scores, we should encourage colleges and universities
A．to rely on the scores of the Scholastic Aptitude Test.
B．to admit qualified students only to met their goals.
C．to make the best usc of test scores without quotas.
D．to consider relevant factors that support diversity.
When it comes to SAT scores, we should encourage colleges and universities______.
A．to rely on the scores of the Scholastic Aptitude Test
B．to admit qualified students only to met their goals
C．to make the best use of test scores without quotas
D．to consider relevant factors that support diversity
We believe diversity can enrich the intellectual and social experiences of students, encourage their personal growth, prepare them to become good citizens in a pluralistic society, and contribute to the nation's economic health. These benefits are essential for a nation that is undergoing massive demographic change.
In keeping with this belief, we support the commitment of colleges and universities to racially and ethnically diverse student populations, and hope they will be given the flexibility they need to meet this goal. After admission officials have identified applicants who can succeed at their institutions, they must be able to consider relevant factors that support diversity. However, they should meet their goal without instituting quotas or lowering academic standards to admit unqualified students. Colleges and universities determine how best to use test scores and other information to meet their goals. Our guidelines on test score use recommend that they consider all relevant factors in the admission process.
Colleges use the scores to predict freshman performance in college. The SAT is a three-hour test that measures two skills related to freshman performance in college — verbal and mathematical reasoning. It does not pretend to measure all factors related to freshman success, but its scores have a statistically significant relationship to that success. SAT scores are also better than the high school record in predicting college grades in science and other math-based courses. Colleges use the scores to make part of their admission decisions, counsel students about courses and majors, place students in appropriate courses, and identify applicants to recruit. Students use SAT scores to select colleges at which they have a reasonable chance for success. The scores also add an element of fairness to the admission process because applicants' classroom grades and courses vary from student to student, teacher to teacher, and school to school. Colleges use SAT scores to predict first-year — not four-year — grades because freshmen tend to take similar introductory courses. Grades in the later years of college are more likely to reflect different grading patterns, courses and rigor across majors. At four-year colleges, final grade averages resemble first-year averages, however, because most dropouts do not leave for academic reasons.
The Scholastic Aptitude Test is under intense scrutiny today, NOT because of
A．different attitudes to admission decisions.
B．a growing influence of the SAT scores.
C．a growing preoccupation with test scores.
D．scores raised through expensive coaching.
Section B
Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D.
听力原文： In many ways college students of the last two decades of the 19th century were deeply involved in the process of change. The North American institutions they attended were undergoing profound change. It was not just that more students were being admitted. These were different students some were women. In Ontario, Canada, Queen's University was the first to admit women into degree programs, and then the University of Toronto followed suit eight years later in 1884. Moreover, as colleges ceased to cater more narrowly to candidates for the religious ministry, and professions came to be seen as a logical continuation of secondary school, young students began to predominate. So universities had to adjust to the needs of students who were less mature and less settled in their interests.
As the students changed, so did the curriculum. Academic and professional training became much more complex, but the traditional art program was changed as well. Rigid courses of study full of Greek and Latin prerequisites were replaced at many schools by optional systems that featured new subjects, such as English literature, economics and psychology. Old subjects, like biology and philosophy, were also rocked by new ideas so that they too seemed very different.
(16)
A．The growth of Queen's University.
B．A transition in university education.
C．Major differences between secondary schools and colleges.
D．The beginning of public education in Canada.
What Selectivity Means for You
Understanding Admission Factors
College admission officers across most of the nation report the same news: The number of applicants is rising, making admission more competitive.
Remember, "more selective" doesn't mean "better." Our society often associates exclusivity with higher value, but that notion isn't true for college. Find match with your interests, objectives, characteristics, and needs.
Why Are Applications Increasing？
The increase comes from a surge in births during the 1980s. Children of the baby boomers are coming of age.Experts predict applications will continue to rise faster than openings at most colleges through about 2010.
"Most schools are a little more selective than they were maybe 10 years ago," says Joan Isaac-Mohr, Vice President and Dean of Admissions at Quinnipiac University in Connecticut. This can mean more pressure for students going through the application process.
Benefits of Increased Selectivity
There's a silver lining. As Isaac-Mohr points out, increased selectivity means better students are going to all colleges, broadening your choice of schools with a high-achieving student population.
The number of applicants is rising, making admission more competitive. Ann Wright, Vice President for Enrollment at Rice University in Texas, agrees. "There are lots of schools where students can be happy and successful," she says. Both experts encourage students and parents to consider a range of schools, rather than focusing on a single institution.
Community colleges, for example, can allow you to spend two years improving grades or selecting a career focus before transferring to a four-year university. While you might be taught by a graduate student at a large university, teachers at community colleges are usually professors who primarily want to teach, not conduct research.
Smaller class sizes and more access to professors at small public or private colleges can be a boost to students, while some may prefer the energy and variety of a large university. It's important for you to determine your needs and academic interests and select five or six schools that make a good fit.
What Are Colleges Looking For？
As you prepare application materials, it can help to know what schools are really looking for in the piles ofpaperwork.
Admission officers evaluate applications in different ways, depending on how selective, or competitive, their college is.
The Levels of Selectivity
At one extreme are "open admission" colleges. These schools require only a high school diploma and accept students on a first-come, first-served basis. Many community colleges have this policy. At the other extreme are very selective colleges. They admit only a small percentage of applicants each year. Most colleges fall somewhere in between
-Less Selective: As many as 10 or 15 students apply for each spot at very selective schools. Less selective colleges focus on whether applicants meet minimum requirements and whether there's room for more students.
Acceptable grades are often the only requirement beyond an interest in college study. The SAT I or ACT may be required, but test scores are usually used for course placement, not admission.
-More Selective: More selective colleges consider course work, grades, test scores, recommendations, and
essays. The major factor may be whether you are ready for college-level study. It's possible to be denied admission because of a weakness or a lack of interest in higher education.
-Very Selective: As many as 10 or 15 students apply for each spot at very selective schools. Admission officers look carefully at every aspect of a student's high school experience, from academic strength to test sco
A．Y
B．N
C．NG
A.has
B.have
C.had
D.haves
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