问答题Directions: Read the following passage carefully and then
translate the underlined sentences into Chinese and write your translations on
the ANSWER SHEET. {{U}}It has frequently been
argued that freeing schools from the rigid rules, regulations, and statutes that
have traditionally fettered them would have a revolutionary effect on academic
achievement. For instance, it has been suggested that schools embodying this
idea could develop more effective teaching methods that could then be replicated
in other schools{{/U}}. Charter schools—public schools that operate under a
contract, or "charter"—were given just such an opportunity beginning in 1991,
when Minnesota passed the first school law. {{U}}At that time, many critics warned
of deleterious rather than beneficial effects that such freewheeling schools
could have on the academic achievement of students. Thus, while public opinion
differed concerning the social desirability of charter schools, most agreed that
there would be a pronounced effect{{/U}}. Surprisingly, educators
who study educational reform now seriously question the degree to which charter
schools have made an impact. They conclude that freedom from many of the
policies and regulations affecting traditional public schools and the
concomitant control over decisions that guide the day-to-day affairs of the
school have not resulted in equally dramatic changes in students' academic
performance. {{U}}In some states, charter schools are less likely to meet state
performance standards than traditional public schools. It is, however,
impossible to know whether this difference is due to the performance of the
schools, the prior achievement of the students, or some other
factor{{/U}}. Metrics for educational accountability have changed
considerably in the past decade, moving increasingly to performance as measured
by state mandated tests of individual student achievement. {{U}}Fundamentally,
however, the challenging conditions under which schools operate, be they
traditional or charter, have changed little: the struggle for resources, low pay
for teachers, accountability to multiple stakeholders, and the difficulty of
meeting the educational requirements of children with special needs ell
persist{{/U}}.