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In Maryland, Texas, Virginia and other states, Netflix' s chief, Reed Hastings, is championing a popular math-teaching program where Netflix-like algorithms determine which lessons students see. In the space of just a few years, technology giants have begun remaking the very nature of schooling on a vast scale, using some of the same techniques that have made their companies linchpins of the U.S. economy. Through their philanthropy, they are influencing the subjects that schools teach, the classroom tools that teachers choose and fundamental approaches to learning. But tech companies and their founders have been rolling out programs in America's public schools with relatively few checks and balances, The New York Times found in interviews with more than 100 company executives, government officials, researchers, teachers, parents and students. "They have the power to change policy, but no corresponding check on that power," said Megan Tompkins-Stange, an assistant professor of public policy at the University of Michigan. "It does subvert the democratic process." Furthermore, there is only limited research into whether the tech giants' programs have actually improved students' educational results. Captains of American industry have long used their private wealth to remake public education, with lasting and not always beneficial results.What is different today is that some technology giants have begun pitching their ideas directly to students, teachers and parents—using social media to rally people behind their ideas. Such strategies help companies and philanthropists alike influence public schools far more quickly than in the past, by creating legions of supporters who can sway legislators and education officials. One of the broadest philanthropic initiatives directly benefits the tech industry. These efforts coincide with a larger Silicon Valley push to sell computers and software to U.S. schools, a lucrative market projected to reach $21 billion by 2020. Already, more than half of the primary and secondary school students in the United States use Google services like Gmail in school. But many parents and educators said in interviews that they were unaware of the Silicon Valley personalities and money influencing their schools. "We should be asking a lot more questions about who is behind the curtain," Davis said.
单选题21.According to Paragraph 1, tech giants exert influence on the school education by______.
单选题22.According to Paragraph 2, the drawback of tech giants 'philanthropic program is that______.
【正确答案】
C
【答案解析】细节题。根据题干关键词定位到文章第二段。首句中指出“发现技术公司及其创始人在美国公立学校内开展的各种计划几乎没有任何制衡措施”，并且根据梅根-汤普金斯-斯坦格的观点“他们有改变政策的力量，但是这种力量没有受到相应的监督”可知，C项“缺位的公众监督”符合题意。且文中relatively few checks and balances(相对较少的制衡措施)与选项关键词little public scrutiny(缺位的公众监督)构成同义替换关系。A项“引起教育工作者的恐慌”和B项“导致滥用职权”均未在文中提及。根据本段最后一句“科技巨头的计划是否真的提高了学生的教育成果，目前只是进行了有限的研究”可知，成果是否有效现在还不得而知，故D项“没有提高学生的学习成绩”表述错误，故本题选C。
单选题23.Compared with the strategies earlier generations took, the ones today have more effective impact on schools in that tech-giants______.
【正确答案】
D
【答案解析】细节题。根据题干关键词定位到文章第三段。由最后一句“这样的战略有助于公司和慈善家创造出可以动摇立法者和教育官员的支持者群体，从而比过去更快地对公立学校施加影响”可知，D项“建立动摇立法者和教育官员的支持者群体”符合文意。且文中lezislators and education officials与D项关键词lawmakers and educrats构成同义替换关系。A项“有些技术大亨几乎正在参与教育供应链的每一步”、B项“投入更多的人力”和C项“投入更多的财力”均未在原文中提及，故本题选D。
单选题24.According to Paragraph 4, some tech leaders remake education in order to______.