Q&A Hero

Q: According to adolescents, what is the best thing about school? A. learning new information B. being with friends C. interacting with the teachers D. participating in extracurricular activities

Q: Generalizing from the text, who would benefit most from summer school? A. Ron, an adolescent living in a low SES neighborhood B. Bill, an adolescent living in a high SES neighborhood C. both Ron and Bill D. neither Ron nor Bill

Q: Today, approximately _____ of high school graduates enroll in college immediately after graduation. A. three-fourth B. one-third C. one-half D. two-thirds

Q: What two dominant characteristics distinguish the development of postsecondary education in contemporary America from that in other parts of the world? A. diversity and accommodation B. diversity and accessibility C. diplomacy and accessibility D. democracy and accommodation

Q: Based on the textbook, which of the following statements is NOT an accurate description of most other industrialized nations? A. postsecondary education is likely to be monopolized by monolithic public universities B. individuals are often separated into college- and non-college-bound tracks early in adolescence C. postsecondary education systems are composed of a wide variety of public and private two-and four-year institutions, some emphasizing a liberal arts education and others focusing more on technical, vocational, and pre-professional training D. all high school students are not housed in a comprehensive high school

Q: Of the students who enter college, what percent complete their degrees within six years? A. a little more than 20% B. fewer than 40% C. fewer than 60% D. just about 75%

Q: President George W. Bush's 2002 mandate that all children, regardless of economic circumstance, achieve academic proficiency is called the: A. All Children Learn Together Act. B. Stay In Public School Act. C. No Child Left Behind Act. D. Teach The Test Act.

Q: Research suggests that creating "schools within schools" in larger high schools is associated with all except which of the following? A. the development of a more positive social environment B. inadvertently creating "schools" within the school that differ in their educational quality C. maintaining a more intimate emotional climate for students D. improving students' mental and physical health outcomes

Q: What is the paradox of dropping out of school? A. Students who drop out are often more successful than students who graduate. B. Students who drop out are typically the ones who are most harmed by doing so. C. There is little correlation between later success in the workplace and finishing high school. D. Students who drop out develop a better sense of what life is all about.

Q: During the school year, the rate of academic progress was equal between students with higher socioeconomic status and disadvantaged students. During the summer months: A. higher socioeconomic students' scores declined. B. disadvantaged students' scores declined. C. Both high- and low-income students' scores declined. D. Both high- and low-income students' scores remained the same.

Q: With respect to violence in schools: A. the number of school shootings has been steadily increasing since the 1990s. B. although there has been a decrease in the number of school shootings since the 1990s, there has been an increase in the number of student deaths as a result of school violence. C. homicide in schools involves primarily white students. D. school officials are becoming more skilled at identifying which students are most likely to be involved in school shootings.

Q: Which boy is most likely to commit an act of lethal violence? A. Mitchell, who has mental health problems. B. Miguel, who has easy access to guns. C. Martin, who has recently dropped out of school. D. It is virtually impossible to predict which student will commit a lethal crime.

Q: Research has shown that teachers tend to favor high-achieving students by providing extra cues for answers and more positive nonverbal behaviors than for lower-achieving students. Such evidence provides support for the notion that teachers' expectations may contribute to: A. superior performance of lower-achieving students. B. better performance of all students. C. lower performance of all students. D. the self-fulfilling prophecy.

Q: One potential explanation for the finding that gifted students who are integrated into regular classrooms have more positive academic self-conceptions than those in special classes is: A. the standing-on-the-shoulders-of-giants effect. B. the big-fish--little pond effect. C. the upward-social-comparison effect. D. the bird-in-the-hand effect.

Q: Kerry and Kristie's teacher accidentally got their test scores mixed up and mistakenly thought that Kerry was the more intelligent of the two girls. At the end of the year, her records demonstrated that, indeed, Kerry had gained more and performed at a higher level than Kristie. This is best thought of as an example of: A. goodness-of-fit. B. the self-fulfilling prophecy. C. mainstreaming. D. higher-order thinking.

Q: The extent to which students are psychologically committed to learning and mastering the material rather than simply completing the assigned work is called: A. self-fulfilling prophecy. B. student engagement. C. tracking. D. desegregation.

Q: Which aspect of the school climate is the least important in influencing psychosocial development during adolescence? A. class size B. teacher-student interactions C. use of classroom time D. standards and expectations

Q: Ms. Willingham sets high standards for her students but is very responsive to their needs. What type of teaching style is this characteristic of? A. autocratic B. authoritarian C. authoritative D. permissive

Q: What kind of family environment most closely resembles the optimal classroom environment? A. authoritarian B. authoritative C. indifferent D. autocratic

Q: Which of the following has the least effect on student achievement? A. families B. peer groups C. the classroom D. neighborhoods

Q: According to a national survey, how many students in American public schools have been victims of violence? A. 1 out of 4 B. 2 out of 4 C. 1 out of 40 D. 2 out of 40

Q: By the 1960s, after Brown v. Board of Education of Topeka, schools were called on to: A. offer more courses in math and science. B. implement desegregation programs. C. provide opportunities for work-study programs. D. become more academically demanding.

Q: Samantha attends a public school that has a great deal of freedom to set its own curriculum. This type of school is referred to as what in your text? A. public school B. private school C. parochial school D. charter school

Q: As a follow-up to the Supreme Court rulings in Brown v. Board of Education of Topeka (1954, 1955), in which the Court found that it was unconstitutional to maintain separate schools for children on the basis of race, the Supreme Court rule in 2007 that school districts may no longer: A. use race as a factor in deciding how to assign students to schools. B. renew employment contracts with teachers who are written up for racial biasness in the classroom. C. be fully funded if one ethnicity comprises more than 65% of the entire student body. D. draw students from different neighborhoods (bus students to school).

Q: Beth attends a multiethnic school. Compared to schools that are less well balanced, Beth is most likely to feel: A. safer. B. less lonely. C. less harassed. D. Beth is likely to feel all of the above.

Q: Kelly's parents are disappointed with the education she is receiving in her public high school, so they have been investigating alternative options. Assuming Kelly's parents are financially strapped but want to send her to a private school, which of the following should they do? A. obtain government-subsidized school vouchers to use for private school tuition B. send her to a less expensive inner-city public school C. refuse to send her to school at all D. tell her to make do with her current school situation

Q: According to the textbook, why do private school students academically outperform students at public schools? A. private school teachers are better trained and are generally better teachers than public school teachers B. teachers at private schools are more committed to the students than the teachers at private schools C. because of the characteristics of the students who attend private schools D. private schools have more rigorous lesson plans and are in school more days a year than public schools

Q: The recent, get-tough approach to dealing with violence in schools that has been hotly debated among researchers is known as: A. the total intolerance approach. B. the complete prevention approach. C. the zero-tolerance approach. D. the absolute zero approach.

Q: As discussed in your text, the major characteristics of good schools include all but which of the following? A. being integrated into the community (e.g., with local colleges or businesses) B. an emphasis on intellectual activities C. emphasizing rote memorization and passive listening in classrooms D. employing committed teachers and giving them the freedom to plan their curricula

Q: According to the textbook, which of the following explanations support why some researchers believe the availability of private schools in urban areas has contributed to racial segregation? A. many White students who would otherwise attend their neighborhood public school attend private school instead. B. many White teachers choose to work at private schools. C. there are no regulations prohibiting private schools from using ethnicity in admission decisions. D. Black families have negative stereotypes about private schools.

Q: All of the following are factors associated with higher performance of students as a result of the social capital in Catholic schools relative to other schools, except: A. close links between the schools and the students' families. B. more discipline. C. more homework. D. better use of academic tracking.

Q: Which of the following is most important in influencing adolescents' learning and psychosocial development? A. school climate B. size of the school C. amount of money spent on extracurricular activities D. racial composition of the school

Q: Professor Lerner is investigating sexism in tracking in same-sex schools and in coeducational schools. She is likely to find: A. more sexism in all-boys schools than in other schools. B. more sexism in all-girls schools than in other schools. C. more sexism in coeducational schools than in same-sex schools. D. sexism exists in all of these schools.

Q: According to the text, _____ do better in math during elementary school and _____ are more likely to be enrolled in advanced math classes in high school. A. boys; girls B. girls; boys C. boys; boys D. girls; girls

Q: Taisha was discouraged from taking math classes throughout her high school years. Although she is intelligent, a likely long-term implication of this biased tracking is that Taisha will: A. not pursue a college education. B. miss the opportunity to pursue certain careers for which she may be well qualified. C. attempt to take these classes on her own. D. bring a lawsuit against her school for discrimination.

Q: Sarah was placed in an advanced track at school. Which of the following is Sarah NOT likely to experience? A. more challenging instruction B. better teaching C. classroom activities that emphasize critical thinking D. classroom activities that emphasize rote memorization

Q: According to the textbook, being placed in a more advanced track has which of the follow effects: A. negative influence on school achievement B. positive influence on subsequent course selection C. negative influence on ultimate educational attainment D. positive effect on retaining a strong interest in school

Q: According to a recent analysis of national data discussed in the textbook, Black students were especially likely to be enrolled in: A. average-track math and science classes but lower-track English classes. B. lower-track English classes, even after taking into account students' socioeconomic status. C. lower-track math classes in school in which Blacks are in the minority, even after taking into account students' qualifications. D. lower-track math classes in schools in which students are required to take placement exams.

Q: Which of this following is a mechanism by which higher socioeconomic parents help their children become enrolled in higher-track classes? A. adolescents from more well-off families more frequently consult with their parents about what courses to take B. higher socioeconomic parents frequently succeed in lobbying their child's school for a changed track placement C. both A and B D. none of the above

Q: Michelle has been placed in a school program for gifted children. She was probably selected because she: A. has a high IQ. B. is a creative thinker. C. developed language skills early. D. earns good grades.

Q: A learning disability: A. is related to emotional problems such as divorce. B. may be caused by a neurological problem. C. is usually related to hearing impairments. D. can be corrected with special tutoring.

Q: Although Chris is significantly delayed developmentally he goes to a regular grade school, takes classes in social studies, music, and physical education with the non-handicapped students, and goes to special classes to learn about reading and arithmetic. This situation is an example of: A. mainstreaming. B. functional education. C. higher-order learning. D. education compensation.

Q: Under current federal law, children with learning disabilities must be: A. mainstreamed whenever possible. B. educated by tutors at home. C. enrolled in special schools. D. placed in after-school "catch-up" programs.

Q: Which adolescent would be expected to have the most positive academic self-concept? A. Anne Marie, a gifted student who takes special classes for gifted students B. Claudia Jean, a gifted student who is integrated into the regular classroom C. Patricia, a student with a learning disability who is integrated into the regular classroom D. Cassie, a student with a learning disability who takes special education classes with other learning disabled students

Q: Susannah's school psychologist has recently determined that Susannah has a learning disability. Her parents are concerned about the effects this will have. Which effect should the psychologist warn her parents about? A. Susannah may have trouble making friends. B. She is more likely to drop out of school. C. She will have more trouble coping with school. D. All of the above.

Q: Which of the following statements about tracking is false? A. Teaching quality is more or less the same in different tracks. B. Students who are tracked tend to socialize mainly with peers from the same academic group. C. Tracking can cause hostility between students in different tracks. D. Tracking procedures often discriminate against minority and poor students.

Q: Of these students who were initially placed in a low track, ________ is most likely to be moved to a higher track. A. Selena, a Latina, B. Clay, a Black adolescent, C. Sarah, a White adolescent D. Rebecca, a Native American,

Q: Sex bias in tracking students in junior and senior high schools is most evident in which subject? A. social science B. math C. English D. history

Q: One study described in the textbook indicated that, among Black and Latino students, transitioning to a school where the proportion of students from the same ethnic background is lower than it had been at their previous school is associated with all of the following except: A. greater disengagement from school B. greater engagement in school C. lower grades D. more frequent absences

Q: ________ involvement has been found to enhance the adjustment of low-income students in their transition to middle school. A. Parental B. Community C. Neighborhood D. Personal

Q: Decisions about whether to implement tracking in non-tracked schools, or whether to "de-track" schools that use ability grouping, are typically quite controversial; not surprisingly, parents of students in the higher tracks _____, while parents in the lower tracks _____. A. favor the practice; oppose it. B. oppose it; favor the practice. C. favor the practice; are indifferent. D. are indifferent; favor the practice.

Q: The process of separating students into different levels of classes within the same school is called: A. mainstreaming. B. desegregation. C. acceleration. D. tracking.

Q: Even though Scott has some difficulty in English, his school places him in the highest track. Scott's school follows which type of tracking system? A. exclusive B. comprehensive C. meritocratic D. inclusive

Q: Placing students in tracks that match their abilities is called: A. exclusive. B. comprehensive. C. meritocratic. D. inclusive.

Q: According to evidence cited in the text, the ideal size of a school for adolescents is between: A. 100 and 500 students. B. 200 and 600 students. C. 600 and 900 students. D. 2000 and 4,000 students.

Q: Which of the following is NOT a benefit that small schools offer? A. more participation in extracurricular activities by all students B. more students can take leadership positions and responsibility C. more varied instruction D. students feel more connected

Q: Mitch attends a high school where 95% of the students are involved in extracurricular activities. This probably also will mean that at Mitch's school: A. teachers track their students. B. academic standards are low. C. student enrollment is low. D. there is more variation in instruction.

Q: Marnia attends a school with seventh and eighth graders as well as adolescents who are 1 or 2 years younger. This type of educational institution is called a: A. junior high school. B. parochial school. C. comprehensive high school. D. middle school.

Q: To reduce the decline of students' academic knowledge, the Carnegie Corporation Council on Adolescent Development recommends all of the following, except: A. divide middle schools into units of 50 to 100 students. B. provide smaller units within schools to reduce students' feelings of anonymity. C. hire teachers who have special training in adolescent development. D. strengthen ties between schools and the communities in which they are located.

Q: Jillian's family is moving to another town. Her parents are concerned that Jillian will have a difficult time adjusting to the new school. In which of the following areas should they anticipate disruptions for Jillian? A. academic performance B. behavior C. self-image D. all of the above

Q: Debbie is moving from elementary school into middle school. We would expect her to experience declines in all of the following, except her: A. standardized test scores. B. academic performance. C. motivation. D. self-image.

Q: Jacquelynne Eccles describes all of the following changes in school environment when moving from elementary school to middle school or junior high school, except that: A. middle and junior high schools are larger and more impersonal. B. teachers in middle and junior high schools feel more confident in their teaching abilities. C. teachers in middle and junior high schools are less likely to trust their students. D. teachers in middle and junior high schools are more likely to believe that students' abilities are not easily modified through instruction.

Q: Jacquelynne Eccles believes that ________ a negative effect on junior high school teachers, which then affects the teachers' interactions with their students. A. the organization and anonymity of junior high schools have B. positive stereotypes teachers hold about adolescents have C. the overemphasis placed on academic achievement has D. concerns about our valueless society have

Q: Eccles argues that the difficulty adolescents experience in the transition to junior high school is a result of the: A. increased pressure from parents to succeed. B. teachers' beliefs about junior high students. C. change in curriculum and choice of extracurricular activities. D. increased class size.

Q: Which has a greater effect on students' scholastic achievement: school size or class size? A. school size B. class size C. both school size and class size are extremely important D. neither school size nor class size has an impact on students' achievement

Q: Comparisons of large and small schools reveal that: A. small schools actually offer more varied curricula. B. students in large schools are more likely to participate in school activities. C. small schools have more material resources. D. students in small schools are more likely to participate in school activities.

Q: The head of the local high school PTA has asked you for ideas about how to help youngsters at her school who seem to be outcasts. She asks you about the different types of groups the youngsters may cluster into, the effects of being in each of these groups on their behavior and their emotional well-being, and how she can help those in groups that may be at risk for emotional and behavioral problems. What will you tell her?

Q: Experts are likely to express all of the following reasons for the failure of school reform, except: A. concentration of poverty in many inner-city communities has produced a population of students with an array of personal and situational problems B. many urban school districts are burdened by the huge administrative bureaucracies that often impede reform and hinder educational innovation C. students in urban school report less of a sense of "belonging" to their school D. the explosion of job opportunities in inner-city communities have left many students leaving school to pursue careers.

Q: Which of the following statements about classroom environment is true? A. Moderate, rather than strict, control in the classroom promotes positive student behavior. B. Classroom climate has little effect on achievement. C. Teachers who focus on discipline promote the most positive climate. D. Classrooms that are very task oriented tend to make students feel more comfortable and secure.

Q: Annie is an adolescent enrolled in Mr. Love's science class. Annie will most likely do best in class when Mr. Love: A. spends a high proportion of time setting up fancy equipment B. spends a high proportion of time teaching lessons C. spends a high proportion of time confronting and dealing with disciplinary actions D. restricts praise to times when students perform exceptionally well

Q: Mrs. Denny wants to provide the best educational opportunities for all of the students in her high school. As school principal, she should: A. make sure that no class has more than 25 students. B. keep remedial classes small, but not worry if other classes have as many as 40 students. C. keep class size between 35 and 40 students. D. merge with the neighboring high school so together they offer students more resources.

Q: Which of the following research findings does NOT provide evidence to support the achievement gap between White and nonwhite youngsters? A. 12 percent of the high schools in the U.S. produce half of the country's drop-outs, and nearly half the nation' black and Latino students attend one of these schools B. In the District of Columbia, which serves a predominately Black population, only 8 percent of all eight-graders are judged proficient in math, and only 12 percent in reading C. In California, 8th grade White students who are proficient in math outnumber Latino students by a ratio of 4 to 1. D. The assessments of Harlem Children's Zone indicated that White and nonWhite students performed equally well.

Q: Which of the following statements is true? A. As class size increases, academic achievement decreases. B. As class size increases, academic achievement increases. C. As school size increases, academic achievement increases. D. As school size increases, academic achievement decreases.

Q: Interventions designed to help unpopular adolescents improve their social skills have employed which of the following techniques? A. explaining to adolescents that they need to develop a thicker psychological skin in order to make friends B. having adolescents wait patiently until another person engages them in conversation C. teaching social skills like self-expression and leadership techniques D. teaching joke-telling skills to improve their likeability among other adolescents

Q: In contrast to the role of the peer group in adolescent development, the family is best suited for helping the adolescent with regard to: A. intimacy. B. responsibility. C. social interactions. D. leisure.

Q: Adolescents who use aggression deliberately, known as ________, are much more popular than adolescents who use aggression without planning to, known as __________. A. reactive formation; reactive aggression B. Machiavellian aggression; instrumental aggression C. instrumental aggression; reactive aggression D. elational aggression; instrumental aggression

Q: Discuss the significance of the book The Adolescent Society in shaping our ideas about peer relations during adolescence, and contrast James Coleman's views with researchers who have argued that peer groups play a vital role in preparing adolescents for adulthood in modern society.

Q: The main reason that reactive aggression is associated with unpopularity and greater problems with peers is that reactive aggression is characterized by: A. a combination of aggression and poor emotion regulation or lack of social skills. B. a combination of bad karma and well-developed social skills. C. a combination of delinquent behaviors and extreme shyness in social situations. D. a combination of being female and plotting an aggressive response in advance.

Q: Marji, a 10-year-old preadolescent, is going to enter junior high next year. Based on your knowledge of adolescent development, what can you predict about how Marji's relationships with her friends will change throughout junior high and high school? (HINT: How do childhood peer relations differ from adolescent peer groups?)

Q: Sarah is a popular teenage girl who has just been made captain of the cheerleading squad. She is very socially adept, and notices that Britney, her social rival, is starting to enjoy more attention from their peers than Sarah receives. Jealous, she decides to start a rumor about Britney that she knows will cause many people to stop liking Britney. Sarah's behavior is best described as an example of what? A. reactive aggression B. friendly fire aggression C. relative aggression D. relational aggression