A new study, by a nonprofit organization that analyzes national security and domestic problems, has found that successful urban high schools have sharply defined academic and social goals for their students. These are strong schools that solve their own problems, are not afraid to take initiatives, and consider themselves more accountable to their community than to higher authorities within and outside of the school system. The study also found that less successful public schools allow their students and staff to define their own roles and do not have well defined academic and social goals. These schools emphasize obeying, without questioning, the regulations of central bureaucracies. For the purposes of the study a group of parochial and special public high schools in New York City and Washington was compared to a group of less effective regular public schools. It was concluded that the features of the successful schools could be widely instituted in cities across the United States. The study reported that the more effective schools unhesitatingly placed burdens on their low achieving students, while less effective ones agreed not to demand too much in return for the students' agreement not to cause trouble. One could look at this as an indication that these schools have given up on their students' ability to adjust to an educational environment. One could also have the opinion that these schools are actually depriving their students of their right to a good education. In effect, their solution is part of the actual problem. The more effective schools were relatively independent, problem-solving organizations with a distinctive character and a great commitment to students, parents, and neighborhood groups. The less effective schools were internally rigid and accountable to authorities who dictated rules. In an interview, New York City Schools Chancellor Joseph Fernandez stated that many of the study's recommendations were already being carried out. As an example he spoke about the school based management program in which committees of teachers, parents, and administrators now share in the decision making process at over eighty of New York City's public schools. 21) Which of the following best tells what this passage is about?
A) conflicting views about successful schools
B) characteristics of a successful school
C) differences between effective and non-effective schools
D) how to make your school effective
22) From this passage it can be concluded that:
A) effective schools are run by strong principals.
B) parents determine how to make a school effective.
C) effective schools demand more from low achievers.
D) shared decisions are made in effective schools.
23) The school based management program is probably:
A) found in an effective school.
B) found only in New York City.
C) found in a less effective school.
D) a program for low achieving students.
24) A less effective school is one which:
A) takes initiatives.
B) involves parents in decisions.
C) has well defined goals for students.
D) demands obedience to regulations without questioning.
25) Which of the following is important in an effective school? A) accountability to higher authorities B) internal rigidity C) accountability to the community D) all of these
26) The author probably expects any school official who reads this article to feel:
A) desperately pessimistic.
B) completely indifferent.
C) cautiously optimistic.
D) extremely anxious.