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Community college was composed of a rich variety of students, which differ in ______.
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更多“Community college was composed…”相关的问题
Judging from this passage, the author ______.
A．is a businessman with a large fortune
B．is a professor in Dean College
C．overlooks the system of community and junior colleges
D．will also succeed if he didn't enter the college
A．it can help you become better equipped to continue education
B．it can help you to learn to face the challenges in life
C．you will learn how to think and learn
D．you will have decision-making classes
The celebration of mediocrity is on full bloom at Cuesta Community 【M1】______
College in San Luis Obispo, Calif. Cuesta has instituted a lottery system for
admission to it's nursing program. This semester, 38 names were pulled 【M2】______
at randomly from 156 "qualified applicants" —those with at least C averages 【M3】______
in core courses. According to the chancellor of California's community
colleges, grade point averages are an "artificial barrier" to professional
school admission. "We can't discriminate in favor of students who get A's
over students those who may be getting B's," says Amy Grant, dean of 【M4】______
nursing instruction at Cuesta. Prior this year, nursing school admissions at 【M5】______
Cuesta were determined by grade point average, recommendations, medical
experience, and an interview. College officials deny that they are attempting
to circumvent California' s Proposition 209. which bans affirmative action
in state hiring and admissions.
There is a substantial anti-elitism in American life. Job applicants are 【M6】______
ejected for being "overeducated" or "over-qualified". David Halberstam 【M7】______
wrote scornfully of "the best and the brightest" and the "whiz kid" who got 【M8】______
us into Vietnam. The intellectual inclined arc dismissed as "eggheads." 【M9】______
Many college students wear Homer Simpson T-shirts: "Underachiever and
proud of it." NBA players who threaten to kill their coaches earn more in
two weeks than many educators earn in a decade. And Dan Quayle or Ronald
Reagan certainly didn't win admission in Phi Beta Kappa. The Cuesta 【M10】______
lottery admissions program is consistent with the ration's revolt against academic
standards.
【M1】
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
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B．N
C．NG
It's very interesting to note where the debate about diversity(多样化)is taking place. It is taking place primarily in political circles. Here at the College Fund, we have a lot of contact with top corporate(公司的)leaders; none of them is talking about getting rid of those instruments that produce diversity. In fact, they say that if their companies are to compete in the global village and in the global market place, diversity is an imperative. They also say that the need for talented, skilled Americans means we have to expand the pool of potential employees. And in looking at where birth rates are growing and at where the population is shifting, corporate America understands that expanding the pool means promoting policies that help provide skills to more minorities, more women and more immigrants. Corporate leaders know that if that doesn't occur in our society, they will not have the engineers, the scientists, the lawyers, or the business managers they will need.
Likewise, I don't hear people in the academy saying "Let's go backward. Let's go back to the good old days, when we had a meritocracy(不拘一格选人才)"(which was never true--we never had a meritocracy, although we've come closer to it in the last 30 years). I recently visited a great little college in New York where the campus has doubled its minority population in the last six years. I talked with an African who has been a professor there for a long time, and she remembers that when she first joined the community, there were fewer than a handful of minorities on campus. Now , all of us feel the university is better because of the diversity. So where we hear this debate is primarily in political circles and in the media--not in corporate board rooms or on college campuses.
The word "imperative"(Line ,Para. 1 )most probably refers to something ______.
A．superficial
B．remarkable
C．debatable
D．essential
Minority Report
American universities are accepting more minorities than ever. Graduating them is another matter.
Barry Mills, the president of Bowdoin College, was justifiably proud of Bowdoin's efforts to recruit minority students. Since 2003 the small, elite liberal arts school in Brunswick, Maine, has boosted the proportion of so-called under-represented minority students in entering freshman classes from 8% to 13% . "It is our responsibility to reach out and attract students to come to our kinds of places," he told a NEWSWEEK reporter. But Bowdoin has not done quite as well when it comes to actually graduating minorities. While 9 out of 10 white students routinely get their diplomas within six years, only 7 out of 10 black students made it to graduation day in several recent classes.
"If you look at who eithers college, it now looks like America," says Hilary Pennington, director of postsecondary programs for the Bill & Melinda Gates Foundation, which has closely studied enrollment patterns in higher education. " But if you look at who walks across the stage for a diploma, it's still largely the white, upper-income population.
The United States once had the highest graduation rate of any nation. Now it stands 10th. For the first time in American history, there is the risk that the rising generation will be less well educated than the previous one. The graduation rate among 25-to 34-year-olds is no better than the rate for the 55-to 64-year-olds who were going to college more than 30 years ago. Studies show that more and more poor and non-white students want to graduate from college— but their graduation rates fill far short of their dreams. The graduation rates for blacks, Latinos, and Native Americans lag far behind the graduation rates for whites and Asians. As the minority population grows in the United States, low college graduation rates be some a threat to national prosperity.
The problem is pronounced at public universities. In 2007 the University of Wisconsin-Madison—one of the top five or so prestigious publi 3 universities—graduated 81 % of its white students within six years, but only 56% of its blacks. At less-selective slate schools, the numbers get worse. During the same time frame, the University of Northern Iowa graduated 67% of its white students, but only 39% of its blacks. Community colleges have low graduation rates generally—but rock-bottom rates for minorities. A recent review of California community colleges found that while a third of the Asian students picked up their degrees, only 15% of African-Americans did so as well.
Private colleges and universities generally do better, partly because they offer smaller classes and more personal attention. But when it cones to a significant graduation gap, Bowdoin has company. Nearby Colby College logged an 18-point difference between white and black graduates in 2007 and 25 points in 2006. Middlebury College in Vermont, another top school, had a 19-point gap in 2007 and a 22-point gap in 2006. The most selective private schools— Harvard, Yale, and Princeton—show almost no gap between black and white graduation rates. But that may have more to do with their ability to select the best students. According to data gathered by Harvard Law School professor Lani Guinier, the most selective schools are more likely to choose blacks who have at least one immigrant parent from Africa or the Caribbean than black students who are descendants of American slaves.
" Higher education has been able to duck this issue for years, particularly the more selective schools, by saying the responsibility is on the individual student," says Pennington of the Gates Foundation. "If they fail, it's their fault. " Some critics blame affirmative action-students admitted with lower test scores and grades from shaky high schools often struggle at elite schools. But a bigger problem m
A．The small proportion of minority students.
B．The low graduation rates of minority students.
C．The growing conflicts among ethnic groups.
D．The poor academic performance of students.
【C1】
A．Indeed
B．Likewise
C．Therefore
D．Furthermore
Finding ways to【C10】______ this growing homeless population has become increasingly difficult.【C11】______ when homeless individuals manage to find a lodging that will give them three【C12】______ a day and a place to sleep at night, a good number still spend the bulk of each day【C13】______ the street. Part of the problem is that many homeless adults are addicted to alcohol or drugs. And a significant number of the homeless have serious mental disorders. Many others,【C14】______ not addicted or mentally ill, simply lack the everyday【C15】______ skills needed to turn their lives【C16】______ . Boston Globe reporter Chris Reidy notes that the situation will improve only when there are【C17】______ programs that address the many needs of the homeless.【C18】______ Edward Blotkowsk, director of community service at Bentley College in Massachusetts, 【C19】______ it, "There has to be【C20】______ of programs. What's need is a package deal."
【C1】
A．Indeed
B．Likewise
C．Therefore
D．Furthermore
The academic scientific community which supplied the excess baggage can be heard loudly bemoaning the "loss" of talented young scientists. Yet academic scientists also complain about scientific illiteracy in exactly those non-science professions, which are now welcoming science students.
Perhaps if there were less moaning and greater acceptance of this intellectual osmosis(渗透), the exodus could be turned to everyone's advantage. The refugee graduates ought to be able to think of their scientific knowledge and training as a bonus. It ought to make a positive, constructive contribution to their working lives, and be a source of insight for their colleagues. At the same time, the scientific community should be reaping the benefit of this broad and influential distribution of people who are sympathetic to science.
The reason why this is not the case is that science graduates are often unable to share their science with their nonscientific colleagues. They are unable to communicate. Instead of building Bragg's "flying bridge" they find themselves erecting barriers whenever called upon to explain scientific concepts in everyday terms. Attitudes in the scientific community are changing. In 1985, the Royal Society published a report on the public understanding of science in Britain. Its conclusions took many members of the scientific community by surprise.
The report advocated increased cooperation with the media, more training in communication skills for scientists and wider science education. It also recommended that communication skills be an integral part of every undergraduate science course. The response in British universities has been patchy, to say the least, the reasons are not clear. It may be that nothing more than straightforward inertia is responsible. Being more charitable, academic scientists may simply feel their job is to teach science and that any attempts to delve into the art of communication will be ill received by both students and the outside world. However, there is evidence to suggest these fears are ill founded. For example, the departments of chemical and electrical engineering at Imperial College, London, have for many years offered their students tuition in giving talks. The
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B．N
C．NG
