Providing small classes for at least several grades starting in early primary school gives

Providing small classes for at least several grades starting in early primary school gives students the best chance to succeed in late grades, according to groundbreaking new research from a Michigan State University scholar.
The research by Spyros Konstantopoulos, a professor of education, is the first to examine the effects of class size over a period and for all levels of students. The study appears in the American Journal of Education.
He is also a member of a group for the Department of Education’s Instiute of Education Sciences that will give official advice on class size to the states. He said the advice will mirror his research: the best plan is to provide continuous small classes(13 to 17 students) for at least several years starting in kindergarten or first grade.
“For a logn time states thought they could just do it in kindergarten or first grade for one year and get the benefits,” He said. “I don’t believe that. I think you need at least a few years in a row where all students, and especially low-achievers, receive the treatment, and then you see the benefits later.”
His research used data from the Project Star study in Tennessee that analyzed the effects of class size on more than 11,000 students in primary and middle school. He found that students who had been in small classes from kindergarten through third grade had actually higher test scores in grades four through eight than students who been in larger classes early on.
Students from all achievement levels benefited from small classes, the research found. “But low-achievers benefited the most, which narrowed the achievement gap with high –achievers in science, reading and math, ” he said.
Although the study didn’t consider classroom practices, he said the reason for the narrowing gap is likely due to low-achieving students receiving more attention from teachers.
“This is especially important in poorer schools because teacher effectiveness matters more in schools with more disadvantaged and low-performing students, ” he said.
【小题1】The professor argues about .A．the size of the classB．the period of the classC．the attention from teachersD．the achievements of students【小题2】The result of the research shows that .A．small classes for one year in early grade are enoughB．continuous small classes help students achieve moreC．it’s best to attend small classes in kindergartenD．small classes do equal good to students of all levels【小题3】What can we infer from the passage?A．High achievers will not benefit from small classes.B．Continuous small classes have not been widely accepted.C．Low-achievers should be separated from high-achievers. D．Teachers’ attention matters less than classroom practices.【小题4】The underlined word “This” in the last paragraph refers to .A．the gap between low and high achieversB．continuous small classesC．classroom practices in later gradesD．the Project Star SturdyA

(答案→)A 解析：【小题1】细节题：从第二段的句子：is the first to examine the effects of class size over a period and for all levels of students. 可知这个教授是对班级的人数进行辩论。选A【小题2】细节题：从第三段的句子：the best plan is to provide continuous small classes(13 to 17 students) for at least several years starting in kindergarten or first grade.可知研究的结果是连续的小班可以让学生取得更多的成就。选B。【小题3】推理题：从倒数第二段的句子：Although the study didn’t consider classroom practices, 研究还没有在班级实施，可知还没被广泛接受。选B【小题4】猜词题：这篇文章讲的是连续的小班化，可知这里指：连续的小班化在差的学校很重要。选B

好好学习下