单选题 In the United States alone at the beginning of the 1990s, roughly one third of the school-age population was children of color. This percentage is expected to increase to somewhere between 44% and 48% by the year 2025. Complicating this issue is the fact that relatively few of those in the teaching force represent minority populations. As of the late 1980s, roughly 88% of teachers in the United States represented the majority culture—that is, white, Anglo, and middle class, with about two thirds of those being women. This figure, too, is expected to increase resulting in approximately 94% of the American reaching force representing a rather homogeneous, privileged, and cross culturally inexperienced majority. This pattern of increased diversity in the classroom with an increasingly homogeneous teaching force is being mirrored in many nations of the world, including Canada, Australia, Israel, Great Britain, and New Zealand. The United States has prior experience integrating significant numbers of immigrants, albeit with mixed reaction and success. During the early part of the 20th century, hundreds of thousands of legal immigrants entered he country through Ellis Island in New York. Although the road for new immigrants into the United States(or any country for that matter)has never been an easy one, the majority of the immigrants in the early part of the century having come from Europe could "fit" the human landscape, so to speak, once they learned the English language. The physical features they exhibited were not all that different from those of the majority of the people already here. Assimilationist ideology was easy to defend—people could conceivably "melt" into the greater pot called "America". Those entering the United States today come from a much greater diversity of nations and backgrounds. Immigrants from the many diverse countries of Central and Latin America, Asia, and the Middle East are not uncommon. Into the schools they bring not only different ways of thinking and behaving but also diverse ways of communicating. Such diverse languages as Vietnamese, Cambodian, Arabic, Spanish, Russian, and Japanese are found in American schools with increasing regularity. In Florida"s schools, for instance, at least 84 different languages are spoken and the schools are actively working to provide educational services in 50 of these. And they are coming into that state in such great numbers that in 1989, as an example, enough children from Nicaragua alone were entering Dade County to support the building of a new elementary school each month. Of course, no such massive building efforts were undertaken, and few of the badly needed teachers were recruited. Increasingly across the country, children are speaking a language other than English at home. Between 30% and 50% of children in such cities as New York, Santa Fe, Hartford, and Providence speak languages other than English. In Miami, nearly three quarters of the residents speak a language other than English at home, with 67% saying they don"t speak English very well. The United States is now the fourth largest Spainsh-speaking country in the world! Although bilingualism is increasing among the American population in general(even given the English-as-an-Official-Language movement currently under way!)only 5% of our nation"s teachers are themselves truly bilingual.

单选题 According to passage, the greatest challenge facing the American educational system is______.

单选题 It can be inferred from the passage that______.

单选题 Which of the following is NOT true according to the passage?