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  3. "Nothing matters more to a child’s education than good teachers. " Anyone who’s ever had a Ms. Green or a Mr. Miller whom they r

"Nothing matters more to a child’s education than good teachers. " Anyone who’s ever had a Ms. Green or a Mr. Miller whom they r

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问题     "Nothing matters more to a child’s education than good teachers. " Anyone who’s ever had a Ms. Green or a Mr. Miller whom they remember fondly instinctively knows this to be true. And while "Who’s teaching my kid?" is an important question for parents to ask, there may be an equally essential(and rarely remarked upon)question—"Who’s teaching my kid’s teachers?"
    On Thursday, Secretary of Education Arne Duncan went to Columbia University’s Teachers College, the oldest teacher-training school in the nation, and delivered a speech blasting the education schools that have trained the majority of the 3. 2 million teachers working in U. S. public schools today. "By almost any standard, many if not most of the nation’s 1, 450 schools, colleges and departments of education are doing a mediocre(普通的)job of preparing teachers for the realities of the 21st century classroom, "he said to an audience of teaching students who listened with curiosity.
    Duncan’s speech raises another question:If most teacher colleges are "mediocre, " does that mean the teachers they produce are equally ordinary?
    One of the major problems with answering that question, says David Steiner, New York’s education commissioner, is that we simply don’t know, can’t know. It is nearly impossible in many states to tell which teachers produce the best student outcomes, let alone which teacher colleges.
    Which brings people like Steiner to a central concern: What good are teachers’ credentials if we can’t tell how much their students are learning?
    To that end, Duncan said. "I am urging every teacher-education program today to make better outcomes for students the primary mission. " He suggested that more states adopt a model currently being used in Louisiana in which student test scores in grades 4—9 are traced back to their teachers, who are in turn traced back to their place of training, whether it be an education school or an alternative certification program.
    "If you want to get more effective teachers, one of the obvious places to begin is to look at the supply side. " says George Noell. a researcher at Louisiana State University. Although such measures may seem a punishment to education schools, that’s not the point. Rather, the ideal situation would be to have schools use the feedback to improve the quality of their instruction.
    Concern over the ability of teacher colleges to produce effective teachers has long existed. As Duncan points out, one of his predecessors, Richard Riley, put education colleges on notice a full decade ago. The difference, as Duncan never misses an opportunity to say, is that the Federal Government now has financial incentives through which to effect change.
    Smart as they may be, trace-back programs are still likely to meet resistance. "Who wakes up one morning and says, ’ I want to be publicly accountable?’" says Noell. "That’s kind of scary for anybody. Nobody wants to be embarrassed. "
What was Richard Riley’s opinion about teacher colleges?
选项 A、The inability of teacher colleges has existed for a long time.
B、He disagreed with Duncan on the ability of teacher colleges.
C、He realized teacher colleges couldn’t produce effective teachers.
D、He put education colleges on notice due to the lack of governmental financial support.
答案C
解析 根据题干关键词Richard Riley，在定位到文章第八段第二句：As Duncan points out，one of hispredecessors，Richard Riley，put education colleges on notice a full decade ago．可知本段讲对师范院校不能够培养高效老师的担心由来已久，Duncan的一位前任Richard Riley十年前就对师范院校发出过警告。可知，十年前Richard Riley就意识到了师范院校不能够培养高效的老师。故C)项正确。
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