As students return to school this fall, many of them- perhaps especially those from historically disadvantaged student groups- will be starting the academic year with achievement levels lower than where they were at the beginning of summer break. This phenomenon is sometimes referred to as summer learning loss. We review what is known about summer loss and offer suggestions for schools looking to solve the problem.
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Traditionally, educators and policymakers have relied on conventional summer school programs to solve summer learning loss. Not surprisingly, research suggests that programs are more effective when students attend consistently and spend more time on task academically. Regardless of the design, these policies should offer engaging options for students over the summer so that summer learning programs do not feel like punishment for students who would rather be enjoying summer vacation. Doing so would set more students up for success as the school year gets underway.
【小题1】In writing paragraph 1, the author aims to__________.A.propose a definition | B.make a comparison |
C.present an issue | D.make an argument |
A.The conventional programs are ineffective. |
B.More choices should be provided for students. |
C.Students should do more academic tasks. |
D.The programs are punishment for students. |
While at UCD I lived on campus, which allowed me to throw myself into everything the university has to offer. I was given the opportunity to work with Geraldine Butler’s lab. I loved it so much that I ended up heading to the lab almost every weekday, whenever I wasn’t attending my always-interesting classes in pharmacology. After lab, I enjoyed a variety of after-school activities—that was certainly a new experience for me.
Living in Dublin provided a great opportunity for seeing the rest of Ireland and Europe. I spent my weekends and spring break traveling to every corner of the island, amazed at all of the history and natural beauty. I was also able to visit the UK, the Netherlands, Belgium, Denmark and Sweden. After every trip, it was nice to return to friendly Dublin and head out with my roommates to one of our favorite pubs.
I would highly recommend studying abroad at UCD. I learned so much from my courses and my research project and had a wonderful time exploring Ireland. I can’t wait to come back!
【小题1】Where is the author when he is writing the passage?
A.At Princeton University. | B.At UCD. |
C.In the UK. | D.In Sweden. |
A.He was attracted by Ireland and Irish culture. |
B.There was a chance for him to change his major. |
C.It offered visiting students a guided research project. |
D.The staff in the Science office were friendly and helpful. |
A.Excited. | B.Upset. |
C.Worried. | D.Tired. |
A.A Scientific Project. | B.Colorful School Life. |
C.Live on Campus. | D.Study Abroad at UCD. |
Navigating growing up alongside academic demands is a difficult phase of life for anyone. “The hardest part of having dyscalculia in my K-12 experience was dealing with a disability on top of the normal aspects of growing up,” Cladek said. “Growing up with dyscalculia greatly affected myself-worth and not feeling like I am enough,” said Cladek, who is now a college student. “If I could only be able to fit in with the rest of the kids and not have this anxiety and frustration every time I look at a math problem on my worksheet, then I’ll be enough, which was a common thought I had.”
What does the author want to say by men toning Cladek’s experience?A.Cladek has fantastic memories of schooling. |
B.It’s better to have dyscalculia diagnosed earlier. |
C.Growing up with dyscalculia is a big challenge. |
D.Academic demands outweigh struggling with dyscalculia. |
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