大陸研究所考古題
2015年考研英語(二)
- (27).Text 2
For years, studies have found that first-generation college students—those who do not have a parent with a college degree—lag other students on a range of education achievement factors. Their grades are lower and their dropout rates are higher. But since such students are most likely to advance economically if they succeed in higher education colleges and universities have pushed for decades to recruit more of them. This has created “a paradox” in that recruiting first-generation students, but then watching many of them fail, means that higher education has “continued to reproduce and widen rather than close” achievement gap based on social class according to the depressing beginning of a paper forthcoming in the journal Psychological Science.
But the article is actually quite optimistic as it outlines a potential solution to this problem, suggesting that an approach (which involves a one-hour next-to-no-cost program) can close 63 percent of the achievement gap (measured by such factors as grades) between first-generation and other students.
The authors of the paper are from different universities and their findings are based on a study involving 147 students (who completed the project) at an unnamed private university. First generation was defined as not having a parent with a four-year college degree. Most of the first-generation students (59.1percent) were recipients of Pell Grants, a federal grant for undergraduates with financial need, while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.
Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students .They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.
Many first-generation students “struggle to navigate the middle-class culture of higher education, learn ‘the rules of the game’, and take advantage of college resources,” they write. And this becomes more of a problem when collages don’t talk about the class advantage and disadvantages of different groups of students. “Because US colleges and universities seldom acknowledge how social class can affect students’ educational experience,many first-gene ration students lack sight about why they are struggling and do not understand how students ‘like them’ can improve.”
The author of the research article are optimistic because _______. - (27).Text 2
For years, studies have found that first-generation college students—those who do not have a parent with a college degree—lag other students on a range of education achievement factors. Their grades are lower and their dropout rates are higher. But since such students are most likely to advance economically if they succeed in higher education colleges and universities have pushed for decades to recruit more of them. This has created “a paradox” in that recruiting first-generation students, but then watching many of them fail, means that higher education has “continued to reproduce and widen rather than close” achievement gap based on social class according to the depressing beginning of a paper forthcoming in the journal Psychological Science.
But the article is actually quite optimistic as it outlines a potential solution to this problem, suggesting that an approach (which involves a one-hour next-to-no-cost program) can close 63 percent of the achievement gap (measured by such factors as grades) between first-generation and other students.
The authors of the paper are from different universities and their findings are based on a study involving 147 students (who completed the project) at an unnamed private university. First generation was defined as not having a parent with a four-year college degree. Most of the first-generation students (59.1percent) were recipients of Pell Grants, a federal grant for undergraduates with financial need, while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.
Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students .They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.
Many first-generation students “struggle to navigate the middle-class culture of higher education, learn ‘the rules of the game’, and take advantage of college resources,” they write. And this becomes more of a problem when collages don’t talk about the class advantage and disadvantages of different groups of students. “Because US colleges and universities seldom acknowledge how social class can affect students’ educational experience,many first-gene ration students lack sight about why they are struggling and do not understand how students ‘like them’ can improve.”
The author of the research article are optimistic because _______. - (27).Text 2
For years, studies have found that first-generation college students—those who do not have a parent with a college degree—lag other students on a range of education achievement factors. Their grades are lower and their dropout rates are higher. But since such students are most likely to advance economically if they succeed in higher education colleges and universities have pushed for decades to recruit more of them. This has created “a paradox” in that recruiting first-generation students, but then watching many of them fail, means that higher education has “continued to reproduce and widen rather than close” achievement gap based on social class according to the depressing beginning of a paper forthcoming in the journal Psychological Science.
But the article is actually quite optimistic as it outlines a potential solution to this problem, suggesting that an approach (which involves a one-hour next-to-no-cost program) can close 63 percent of the achievement gap (measured by such factors as grades) between first-generation and other students.
The authors of the paper are from different universities and their findings are based on a study involving 147 students (who completed the project) at an unnamed private university. First generation was defined as not having a parent with a four-year college degree. Most of the first-generation students (59.1percent) were recipients of Pell Grants, a federal grant for undergraduates with financial need, while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.
Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students .They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.
Many first-generation students “struggle to navigate the middle-class culture of higher education, learn ‘the rules of the game’, and take advantage of college resources,” they write. And this becomes more of a problem when collages don’t talk about the class advantage and disadvantages of different groups of students. “Because US colleges and universities seldom acknowledge how social class can affect students’ educational experience,many first-gene ration students lack sight about why they are struggling and do not understand how students ‘like them’ can improve.”
The author of the research article are optimistic because _______. - (28).Text 2
For years, studies have found that first-generation college students—those who do not have a parent with a college degree—lag other students on a range of education achievement factors. Their grades are lower and their dropout rates are higher. But since such students are most likely to advance economically if they succeed in higher education colleges and universities have pushed for decades to recruit more of them. This has created “a paradox” in that recruiting first-generation students, but then watching many of them fail, means that higher education has “continued to reproduce and widen rather than close” achievement gap based on social class according to the depressing beginning of a paper forthcoming in the journal Psychological Science.
But the article is actually quite optimistic as it outlines a potential solution to this problem, suggesting that an approach (which involves a one-hour next-to-no-cost program) can close 63 percent of the achievement gap (measured by such factors as grades) between first-generation and other students.
The authors of the paper are from different universities and their findings are based on a study involving 147 students (who completed the project) at an unnamed private university. First generation was defined as not having a parent with a four-year college degree. Most of the first-generation students (59.1percent) were recipients of Pell Grants, a federal grant for undergraduates with financial need, while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.
Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students .They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.
Many first-generation students “struggle to navigate the middle-class culture of higher education, learn ‘the rules of the game’, and take advantage of college resources,” they write. And this becomes more of a problem when collages don’t talk about the class advantage and disadvantages of different groups of students. “Because US colleges and universities seldom acknowledge how social class can affect students’ educational experience,many first-gene ration students lack sight about why they are struggling and do not understand how students ‘like them’ can improve.”
The study suggests that most first-gene ration students _______. - (28).Text 2
For years, studies have found that first-generation college students—those who do not have a parent with a college degree—lag other students on a range of education achievement factors. Their grades are lower and their dropout rates are higher. But since such students are most likely to advance economically if they succeed in higher education colleges and universities have pushed for decades to recruit more of them. This has created “a paradox” in that recruiting first-generation students, but then watching many of them fail, means that higher education has “continued to reproduce and widen rather than close” achievement gap based on social class according to the depressing beginning of a paper forthcoming in the journal Psychological Science.
But the article is actually quite optimistic as it outlines a potential solution to this problem, suggesting that an approach (which involves a one-hour next-to-no-cost program) can close 63 percent of the achievement gap (measured by such factors as grades) between first-generation and other students.
The authors of the paper are from different universities and their findings are based on a study involving 147 students (who completed the project) at an unnamed private university. First generation was defined as not having a parent with a four-year college degree. Most of the first-generation students (59.1percent) were recipients of Pell Grants, a federal grant for undergraduates with financial need, while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.
Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students .They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.
Many first-generation students “struggle to navigate the middle-class culture of higher education, learn ‘the rules of the game’, and take advantage of college resources,” they write. And this becomes more of a problem when collages don’t talk about the class advantage and disadvantages of different groups of students. “Because US colleges and universities seldom acknowledge how social class can affect students’ educational experience,many first-gene ration students lack sight about why they are struggling and do not understand how students ‘like them’ can improve.”
The study suggests that most first-gene ration students _______. - (28).Text 2
For years, studies have found that first-generation college students—those who do not have a parent with a college degree—lag other students on a range of education achievement factors. Their grades are lower and their dropout rates are higher. But since such students are most likely to advance economically if they succeed in higher education colleges and universities have pushed for decades to recruit more of them. This has created “a paradox” in that recruiting first-generation students, but then watching many of them fail, means that higher education has “continued to reproduce and widen rather than close” achievement gap based on social class according to the depressing beginning of a paper forthcoming in the journal Psychological Science.
But the article is actually quite optimistic as it outlines a potential solution to this problem, suggesting that an approach (which involves a one-hour next-to-no-cost program) can close 63 percent of the achievement gap (measured by such factors as grades) between first-generation and other students.
The authors of the paper are from different universities and their findings are based on a study involving 147 students (who completed the project) at an unnamed private university. First generation was defined as not having a parent with a four-year college degree. Most of the first-generation students (59.1percent) were recipients of Pell Grants, a federal grant for undergraduates with financial need, while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.
Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students .They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.
Many first-generation students “struggle to navigate the middle-class culture of higher education, learn ‘the rules of the game’, and take advantage of college resources,” they write. And this becomes more of a problem when collages don’t talk about the class advantage and disadvantages of different groups of students. “Because US colleges and universities seldom acknowledge how social class can affect students’ educational experience,many first-gene ration students lack sight about why they are struggling and do not understand how students ‘like them’ can improve.”
The study suggests that most first-gene ration students _______. - (29).Text 2
For years, studies have found that first-generation college students—those who do not have a parent with a college degree—lag other students on a range of education achievement factors. Their grades are lower and their dropout rates are higher. But since such students are most likely to advance economically if they succeed in higher education colleges and universities have pushed for decades to recruit more of them. This has created “a paradox” in that recruiting first-generation students, but then watching many of them fail, means that higher education has “continued to reproduce and widen rather than close” achievement gap based on social class according to the depressing beginning of a paper forthcoming in the journal Psychological Science.
But the article is actually quite optimistic as it outlines a potential solution to this problem, suggesting that an approach (which involves a one-hour next-to-no-cost program) can close 63 percent of the achievement gap (measured by such factors as grades) between first-generation and other students.
The authors of the paper are from different universities and their findings are based on a study involving 147 students (who completed the project) at an unnamed private university. First generation was defined as not having a parent with a four-year college degree. Most of the first-generation students (59.1percent) were recipients of Pell Grants, a federal grant for undergraduates with financial need, while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.
Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students .They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.
Many first-generation students “struggle to navigate the middle-class culture of higher education, learn ‘the rules of the game’, and take advantage of college resources,” they write. And this becomes more of a problem when collages don’t talk about the class advantage and disadvantages of different groups of students. “Because US colleges and universities seldom acknowledge how social class can affect students’ educational experience,many first-gene ration students lack sight about why they are struggling and do not understand how students ‘like them’ can improve.”
The author of the paper believe that first-generation students _______ - (29).Text 2
For years, studies have found that first-generation college students—those who do not have a parent with a college degree—lag other students on a range of education achievement factors. Their grades are lower and their dropout rates are higher. But since such students are most likely to advance economically if they succeed in higher education colleges and universities have pushed for decades to recruit more of them. This has created “a paradox” in that recruiting first-generation students, but then watching many of them fail, means that higher education has “continued to reproduce and widen rather than close” achievement gap based on social class according to the depressing beginning of a paper forthcoming in the journal Psychological Science.
But the article is actually quite optimistic as it outlines a potential solution to this problem, suggesting that an approach (which involves a one-hour next-to-no-cost program) can close 63 percent of the achievement gap (measured by such factors as grades) between first-generation and other students.
The authors of the paper are from different universities and their findings are based on a study involving 147 students (who completed the project) at an unnamed private university. First generation was defined as not having a parent with a four-year college degree. Most of the first-generation students (59.1percent) were recipients of Pell Grants, a federal grant for undergraduates with financial need, while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.
Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students .They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.
Many first-generation students “struggle to navigate the middle-class culture of higher education, learn ‘the rules of the game’, and take advantage of college resources,” they write. And this becomes more of a problem when collages don’t talk about the class advantage and disadvantages of different groups of students. “Because US colleges and universities seldom acknowledge how social class can affect students’ educational experience,many first-gene ration students lack sight about why they are struggling and do not understand how students ‘like them’ can improve.”
The author of the paper believe that first-generation students _______ - (29).Text 2
For years, studies have found that first-generation college students—those who do not have a parent with a college degree—lag other students on a range of education achievement factors. Their grades are lower and their dropout rates are higher. But since such students are most likely to advance economically if they succeed in higher education colleges and universities have pushed for decades to recruit more of them. This has created “a paradox” in that recruiting first-generation students, but then watching many of them fail, means that higher education has “continued to reproduce and widen rather than close” achievement gap based on social class according to the depressing beginning of a paper forthcoming in the journal Psychological Science.
But the article is actually quite optimistic as it outlines a potential solution to this problem, suggesting that an approach (which involves a one-hour next-to-no-cost program) can close 63 percent of the achievement gap (measured by such factors as grades) between first-generation and other students.
The authors of the paper are from different universities and their findings are based on a study involving 147 students (who completed the project) at an unnamed private university. First generation was defined as not having a parent with a four-year college degree. Most of the first-generation students (59.1percent) were recipients of Pell Grants, a federal grant for undergraduates with financial need, while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.
Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students .They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.
Many first-generation students “struggle to navigate the middle-class culture of higher education, learn ‘the rules of the game’, and take advantage of college resources,” they write. And this becomes more of a problem when collages don’t talk about the class advantage and disadvantages of different groups of students. “Because US colleges and universities seldom acknowledge how social class can affect students’ educational experience,many first-gene ration students lack sight about why they are struggling and do not understand how students ‘like them’ can improve.”
The author of the paper believe that first-generation students _______ - (30).Text 2
For years, studies have found that first-generation college students—those who do not have a parent with a college degree—lag other students on a range of education achievement factors. Their grades are lower and their dropout rates are higher. But since such students are most likely to advance economically if they succeed in higher education colleges and universities have pushed for decades to recruit more of them. This has created “a paradox” in that recruiting first-generation students, but then watching many of them fail, means that higher education has “continued to reproduce and widen rather than close” achievement gap based on social class according to the depressing beginning of a paper forthcoming in the journal Psychological Science.
But the article is actually quite optimistic as it outlines a potential solution to this problem, suggesting that an approach (which involves a one-hour next-to-no-cost program) can close 63 percent of the achievement gap (measured by such factors as grades) between first-generation and other students.
The authors of the paper are from different universities and their findings are based on a study involving 147 students (who completed the project) at an unnamed private university. First generation was defined as not having a parent with a four-year college degree. Most of the first-generation students (59.1percent) were recipients of Pell Grants, a federal grant for undergraduates with financial need, while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.
Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students .They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.
Many first-generation students “struggle to navigate the middle-class culture of higher education, learn ‘the rules of the game’, and take advantage of college resources,” they write. And this becomes more of a problem when collages don’t talk about the class advantage and disadvantages of different groups of students. “Because US colleges and universities seldom acknowledge how social class can affect students’ educational experience,many first-gene ration students lack sight about why they are struggling and do not understand how students ‘like them’ can improve.”
We may infer from the last paragraph that _______. - (30).Text 2
For years, studies have found that first-generation college students—those who do not have a parent with a college degree—lag other students on a range of education achievement factors. Their grades are lower and their dropout rates are higher. But since such students are most likely to advance economically if they succeed in higher education colleges and universities have pushed for decades to recruit more of them. This has created “a paradox” in that recruiting first-generation students, but then watching many of them fail, means that higher education has “continued to reproduce and widen rather than close” achievement gap based on social class according to the depressing beginning of a paper forthcoming in the journal Psychological Science.
But the article is actually quite optimistic as it outlines a potential solution to this problem, suggesting that an approach (which involves a one-hour next-to-no-cost program) can close 63 percent of the achievement gap (measured by such factors as grades) between first-generation and other students.
The authors of the paper are from different universities and their findings are based on a study involving 147 students (who completed the project) at an unnamed private university. First generation was defined as not having a parent with a four-year college degree. Most of the first-generation students (59.1percent) were recipients of Pell Grants, a federal grant for undergraduates with financial need, while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.
Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students .They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.
Many first-generation students “struggle to navigate the middle-class culture of higher education, learn ‘the rules of the game’, and take advantage of college resources,” they write. And this becomes more of a problem when collages don’t talk about the class advantage and disadvantages of different groups of students. “Because US colleges and universities seldom acknowledge how social class can affect students’ educational experience,many first-gene ration students lack sight about why they are struggling and do not understand how students ‘like them’ can improve.”
We may infer from the last paragraph that _______. - (30).Text 2
For years, studies have found that first-generation college students—those who do not have a parent with a college degree—lag other students on a range of education achievement factors. Their grades are lower and their dropout rates are higher. But since such students are most likely to advance economically if they succeed in higher education colleges and universities have pushed for decades to recruit more of them. This has created “a paradox” in that recruiting first-generation students, but then watching many of them fail, means that higher education has “continued to reproduce and widen rather than close” achievement gap based on social class according to the depressing beginning of a paper forthcoming in the journal Psychological Science.
But the article is actually quite optimistic as it outlines a potential solution to this problem, suggesting that an approach (which involves a one-hour next-to-no-cost program) can close 63 percent of the achievement gap (measured by such factors as grades) between first-generation and other students.
The authors of the paper are from different universities and their findings are based on a study involving 147 students (who completed the project) at an unnamed private university. First generation was defined as not having a parent with a four-year college degree. Most of the first-generation students (59.1percent) were recipients of Pell Grants, a federal grant for undergraduates with financial need, while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.
Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students .They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.
Many first-generation students “struggle to navigate the middle-class culture of higher education, learn ‘the rules of the game’, and take advantage of college resources,” they write. And this becomes more of a problem when collages don’t talk about the class advantage and disadvantages of different groups of students. “Because US colleges and universities seldom acknowledge how social class can affect students’ educational experience,many first-gene ration students lack sight about why they are struggling and do not understand how students ‘like them’ can improve.”
We may infer from the last paragraph that _______.
单项选择题
@1@.the problem is solvable
@2@.their approach is costless
@3@.the recruiting rate has increased
@4@.their finding appeal to students
单项选择题
@1@.the problem is solvable
@2@.their approach is costless
@3@.the recruiting rate has increased
@4@.their finding appeal to students
单项选择题
@1@.the problem is solvable
@2@.their approach is costless
@3@.the recruiting rate has increased
@4@.their finding appeal to students
单项选择题
@1@.study at private universities
@2@.are from single-parent families
@3@.are in need of financial support
@4@.have failed their collage
单项选择题
@1@.study at private universities
@2@.are from single-parent families
@3@.are in need of financial support
@4@.have failed their collage
单项选择题
@1@.study at private universities
@2@.are from single-parent families
@3@.are in need of financial support
@4@.have failed their collage
单项选择题
@1@.are actually indifferent to the achievement gap
@2@.can have a potential influence on other students
@3@.may lack opportunities to apply for research projects
@4@.are inexperienced in handling their issues at college
单项选择题
@1@.are actually indifferent to the achievement gap
@2@.can have a potential influence on other students
@3@.may lack opportunities to apply for research projects
@4@.are inexperienced in handling their issues at college
单项选择题
@1@.are actually indifferent to the achievement gap
@2@.can have a potential influence on other students
@3@.may lack opportunities to apply for research projects
@4@.are inexperienced in handling their issues at college
单项选择题
@1@.universities often reject the culture of the middle-class
@2@.students are usually to blame for their lack of resources
@3@.social class greatly helps en rich educational experiences
@4@.colleges are partly responsible for the problem in question
单项选择题
@1@.universities often reject the culture of the middle-class
@2@.students are usually to blame for their lack of resources
@3@.social class greatly helps en rich educational experiences
@4@.colleges are partly responsible for the problem in question
单项选择题
@1@.universities often reject the culture of the middle-class
@2@.students are usually to blame for their lack of resources
@3@.social class greatly helps en rich educational experiences
@4@.colleges are partly responsible for the problem in question
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