Q&A Hero

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: Specific learning disabilities are _____ and examples are _____ (impaired ability in reading or spelling), _____ (impaired ability in handwriting), and _____ (impaired ability in arithmetic). A. common; dyslexia; dysgraphia; dyscalculia B. common; dysgraphia; dyslexia; dyscalculia C. rare; dyslexia; dysgraphia; dyscalculia D. rare; dysgraphia; dyslexia; dyscalculia

Q: Experts recommend that adolescents with specific learning disabilities receive: A. no special treatment. B. exclusive mainstreaming treatment. C. school vouchers to attend private schools. D. extra instruction in study skills, time management, organization skills, note-taking, and proofreading.

Q: Adolescents who have academic difficulties that can be traced to persistent and impairing symptoms of inattention, impulsivity, and hyperactivity may have: A. dyscalculia. B. dysgraphia. C. dyslexia. D. attention deficit/hyperactivity disorder.

Q: Adolescents who have ADHD are at risk for: A. delinquency. B. substance abuse. C. anxiety and depression. D. adolescents who have ADHD are at risk for all of these problems.

Q: Common treatments for ADHD include: A. stimulant medication. B. antidepressants. C. psychological therapies. D. All of these are treatment options.

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

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 adolescent, B. Clay, a Black adolescent, C. Sarah, a White adolescent, D. Rebecca, a Native American adolescent,

Q: Which groups are most likely to disengage from school during early adolescence? A. girls and affluent adolescents B. girls and students from poor families C. boys and affluent adolescents D. boys and students from poor families

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 following 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 schools 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 the 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: 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: 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: Some educational psychologists, including Jacquelynne Eccles, argue 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: 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: What is one research finding that supports the belief that the particular grade configuration of a school is less important than the school's educational climate? A. In one study, sixth-grade girls attending elementary school, where they were the oldest students, reported more fighting and more suicidal thoughts than their counterparts who were in middle school. B. In one study that was conducted in small, rural communities, there was more bullying in K-8 and K-12 schools than in districts that had separate elementary and secondary schools. C. Neither of these statements supports the belief that the particular grade configuration of a school is less important than the school's educational climate. D. Both of these statements support the belief that the particular grade configuration of a school is less important than the school's educational climate.

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 _____, whereas 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: 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: According to evidence cited in the textbook, 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. 2,000 and 4,000 students.

Q: Achievement is lower when: A. schools are overcrowded. B. teachers have low expectations for their students' abilities. C. students experience transitions. D. All of these statements are true.

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 percent 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: 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: Inner-city schools in American continue to have tremendous problems. Approximately _____ of the high schools in the United States produce _____ of the country's dropouts. A. 50%; 12% B. 12%; 50% C. 10%; 90% D. 90%; 10%

Q: The gaps in achievement between Black and Hispanic students, on the one hand, and White and Asian students, on the other hand, _____. A. has decreased and is almost nonexistent B. remains very wide C. is all based on stereotypes D. exists in math but not in reading proficiency

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: Which of the following statements about being a student in a larger school is false? A. Students in larger schools are more likely to experience student victimization. B. Students in large schools are more likely to participate in school activities. C. Students in larger schools are more likely to have access to a more varied curriculum. D. Students in larger schools have access to more extracurricular activities.

Q: Which of the following was not an effect of No Child Left Behind (NCLB)? A. Schools were "gaming the system." B. Teachers were "teaching to the test." C. School districts were reporting school averages without revealing the huge gaps between the low-achieving and the high-achieving students. D. All of these are unintended consequences of NCLB.

Q: President Obama's education secretary suggested what to address the problem of the state-dependent standards in the No Child Left Behind act? A. the need to have higher standards for higher-achieving students B. the need to have a set of common standards across all 50 states C. the need for some students to be granted extended periods of time to complete standardized assessments D. the need for two sets of standards for each state (one for higher achievers and one for lower achievers)

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: 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 has left many students leaving school to pursue careers.

Q: What is a policy that focuses on policies designed to improve achievement by holding schools and students to a predetermined set of standards measured by achievement tests? A. tracking B. standards-based reform C. zero tolerance D. school vouchers

Q: What is a realistic concern with regard to requiring all high school seniors to pass a graduation test in order to earn a diploma? A. It is likely that virtually all students would be qualified to pass such an exam. B. The financial costs associated with failing students would create a huge incentive for states to develop exams with very low requirements for passing. C. The economic, social, and political costs of holding back such large numbers of students because they could not pass the "exit exams" would be worth the risk of graduating students who did not deserve a diploma. D. All of these statements are false.

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 non-White youngsters? A. Twelve percent of the high schools in the United States produce half of the country's dropouts, and nearly half the nation's 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 eighth graders are judged proficient in math, and only 12 percent in reading. C. In California, eighth-grade White students who are proficient in math outnumber Latino students by a ratio of 4 to 1. D. The Harlem Children's zone demonstrated positive effects.

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: Some critics of the No Child Left Behind act argued that it was having the unintended consequence of: A. increasing the standards of education in America. B. ensuring that all students, regardless of their economic circumstances, achieve academic proficiency. C. schools testing and reporting the results of students' performance to the public. D. providing incentives for schools to push low-achieving students out of school.

Q: Not only are schools the chief educational arena for adolescents, but they also play an extremely important role in: A. defining the young person's social world and social network. B. shaping psychosocial development. C. the development of motivations, aspirations, and expectations. D. All of the above.

Q: Changes in the structure of secondary schools have been linked to broader societal revolutions. All of the following factors have contributed to these changes, except: A. industrialization. B. urbanization. C. immigration. D. intellectualization.

Q: Which of the following is not a factor that moved children out of the workplace? A. discrimination against young workers B. a need for workers who are more skilled and more reliable than children C. the strength needed to perform unskilled labor D. child labor laws

Q: Amy, a social reformer in the early twentieth century, would have likely considered all of the following to be good reasons to push for secondary education, except: A. it is viewed as a way to improve life circumstances for the poor and working classes. B. it is a way to reduce crime by keeping youngsters off the streets. C. it is a way to help immigrants assimilate into the American culture. D. it is effective in increasing the economic development of the United States.

Q: In addition to the school year being longer than it was in the past: A. adolescents remain in school for more years. B. adolescents remain in school for fewer years. C. adolescents have more absences (both excused and unexcused). D. a smaller percent of adolescents actually complete compulsory education.

Q: Prior to the early twentieth century, high schools were designed: A. to keep delinquent children out of trouble. B. for elite youngsters. C. to offer vocational instruction. D. to provide general education.

Q: During the 1920s, the _____ was designed to meet the needs of a diverse and growing population of young people. A. comprehensive high school B. middle school C. vocational school D. parochial school

Q: As discussed in the textbook, during the 1950s, how did the United States respond when politicians felt the United States had lost its scientific edge to the former Soviet Union? A. increased attention was paid to religious and moral education B. requirements for classes in European history were intensified C. students were obligated to take more foreign language courses D. increased emphasis was placed on math and science education

Q: According to the textbook, which of the following resulted from standards-based reform? A. Educators could not agree on the body of knowledge and skills that comprised what high school graduates should know and be able to do. B. Large numbers of students did, in fact, acquire the knowledge and capabilities assessed on standardized graduation examinations. C. Minority adolescents were nine times more likely to fail standardized examinations. D. Female adolescents were four times more likely to fail standardized examinations.

Q: Mr. Edwards is the principal at a public school and has just read a research study that discussed ways to maximize student's success. The main message of the research study was that what takes place within a school is probably more important than the nature of its funding and oversight. Based on what you learned from the textbook, what do you think the researchers argued that schools should focus on? A. the ways in which schools train, certify, place, and compensate teachers B. successfully tracking students C. trying to become a private school D. allowing students to choose more of their coursework

Q: No Child Left Behind (NCLB) was a policy designed to ensure that all students, regardless of racial, ethnic, and socioeconomic background, receive a high-quality public education. Which of the following statements is false? A. Most reasonable people would not disagree with the basic idea of NCLB. B. One of the most important factors of NCLB is that students learn how to engage in critical thinking. C. To prevent losing millions of dollars, some schools actually helped students cheat on standardized tests. D. NCLB is one example of the movement toward performance-based accountability, which has been the most important change in the world of American education in the past 20 years.

Q: The average American school year is _____ days long. A. 100 B. 150 C. 180 D. 220

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: Compared with their counterparts from previous decades, today's American adolescents: A. spend more days per year in school. B. spend fewer days per year in school. C. are absent from school more often. D. are less likely to continue their schooling beyond the 12th grade.

Q: Today, the typical student attends nearly ____ of his/her classes throughout the year. A. 50% B. 75% C. 90% D. 100%

Q: Dawn has always enjoyed school and excelled in her classes. In middle school, she has connected with a group of friends who also enjoy school and her grades have continued to improve. They often spend time studying together. This is an example of: A. selection. B. socialization. C. Both a and b D. None of the above

Q: According to an example provided in the textbook, a crowd member that has less social capitol who is a really nice, thoughtful, and funny person may be high in _____ popularity but low in _____ popularity. A. sociometric; perceived B. perceived; sociometric C. status popularity; opposite-sex D. adult oriented; peer-oriented

Q: The determinants of sociometric popularity are ______, though the determinants of perceived popularity are _____. A. highly variable; things like social skills, friendliness, and sense of humor B. things like social skills, friendliness, and sense of humor; highly variable C. good looks and wealth; athletic ability and school achievement D. athletic ability and school achievement; unknown

Q: Secondary education refers to: A. second grade. B. middle school, junior high school, and high school. C. college. D. graduate school.

Q: Which of the following statements about secondary schools is not true? A. Around the world, rates of enrollment in secondary schools are vastly different for males and females. B. Around the world, rates of enrollment in secondary schools are comparable for males and females. C. Rates of enrollment in secondary schools vary considerably around the world. D. Even in the poorest parts of the world, 40 to 50% of 15- to 19-year-olds are enrolled in school.

Q: According to Jacquelynne Eccles, a thorough understanding of school and its impact on adolescent development requires an examination of: A. what goes on beyond the classroom. B. what goes on in the classroom. C. the influence that parents have on their children's education. D. educational contexts outside of the United States.

Q: In America today, what percentage of individuals between the ages of 14 and 17 are in school? A. 25 B. 50 C. 75 D. virtually all individuals

Q: The practice of moving students from one grade to the next regardless of their academic performance is known as what? A. affirmative promotion B. social promotion C. standardized promotion D. equality promotion