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  3. Making Reading, Writing and Recession Work Together A)With books tucked neatly on the shelves and a comfy purple-dragon rug in a

Making Reading, Writing and Recession Work Together A)With books tucked neatly on the shelves and a comfy purple-dragon rug in a

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问题               Making Reading, Writing and Recession Work Together
A)With books tucked neatly on the shelves and a comfy purple-dragon rug in a back corner nook, the library at San Diego’s Willard B. Hage Elementary School is the perfect place for children to fall in love with reading. Since the start of the school year, however, the library has been off limits to students, who get to go there only when(already overworked)teachers can escort them and handle the record keeping. "With all of the cutbacks we’ve had in the last few years, the district can’t pay for someone to help check out books," explains Pam Wiesenberg, a third-grade teacher at the school. "As a result, the children suffer."
B)As the national economy continues to nose dive, a growing number of public schools have found themselves facing similar situations — and making more and more painful cutbacks. Advanced Placement programmes, extra help for English learners, art, music and summer school could be on the chopping block in many places. Ditto(同上)for efforts to reduce class size.
C)The huge federal stimulus package should offer some relief to desperate districts; the House and Senate are haggling over versions that include at least $80 billion for education programs, a significant bump up from the Education Department’s $59 billion discretionary(自由裁量的)budget for fiscal 2008. But there’s a catch: a big chunk of the stimulus money that is designed to prevent massive teacher layoffs will be awarded only to states that spend at least as much on education as they did in 2006 — a tall order given that a minimum of 42 states are facing significant budget gaps. At least 20 states have already cut their K-12 budgets. Moreover, even with the federal stimulus money, school districts will still get the bulk of their funding from state and local coffers, which haven’t been this low in decades. As Randall Moody, manager of federal advocacy for the National Education Association, says, "When you have 40 states with serious budget issues and that’s where schools get the bulk of their money, naturally there’s going to be a problem."
D)Budget disasters are perhaps most acute in California. The state, the most populous in the US, spends about $48 billion a year on K-12 education, or nearly half its general fund, which receives revenue from a variety of sources, including income and sales taxes. This year, however, the double hits of endless layoffs and an imploding(剧减的)real estate market has ruined the fund, with legislators projecting a $42 billion deficit by the middle of next year. To help bridge this gap, Governor Arnold Schwarzenegger has proposed shorting schools $2.1 billion during the rest of this academic year and $3.1 billion the next. He wants to save an additional $1.1 billion by reducing the number of school days, from 180 to 175. Though the extra time off might cheer students, California school superintendent Jack O. Connell strenuously opposes the move. Best sound bite: "To close the achievement gap and prepare all students for success in the competitive global economy, we should be offering more time in class, not less."
E)Despite Congress’s holding emergency weekend sessions to push through a stimulus plan, educators in many states lament the fact that schools won’t see a penny of the extra money until at least July. According to O. Connell, some of California’s poorest districts are running out of cash for subsidised meal programmes. The Hayward district is planning layoffs that would increase class size in primary grades from 20 students to 32. In Lake Elsinore, schools have turned off the lights in many rooms — and placed duct tape over the switches — to save money on electricity bills.
F)Terry Grier, superintendent of the San Diego Unified School District, says his district needs a cash influx(流入)now. "There are schools in our district that don’t even have nurses on certain days," says Grier, whose district includes Hage Elementary School and its shuttered stacks. "If a kid skins his elbow, a teacher has to take time out of her lesson to dust him off, clean him up and put on a Band Aid."
G)California isn’t the only state grappling with steep K-12 budget cuts. In Florida, officials in overcrowded school districts are bracing themselves for likely staff cuts. Connecticut’s board of education adopted a budget resolution in December that included an overall 10% reduction — a move that some fear means that pink slips for teachers are inevitable. "The biggest line items in most school budgets are staff and benefits," says Bob Brewer, an education consultant in East Hartford, Conn. "No district can absorb those kinds of hits without trimming some of those big ticket items." Even oil and gas rich states are in a panic. In Alaska, for instance, sinking oil prices have some state legislators scrambling to lock in education budgets for the next few years as the state prepares to dip into its savings to cover a shortfall of approximately $1.65 billion this year and up to $3 billion next year. In Montana, which earned big bucks last year from its natural resources, education is funded primarily through property taxes, and many fear that the closing of mines and aluminum plants could trigger a mass exodus and redistribute the tax base. "It doesn’t look good," says Eric Feaver, who heads the MEA MFT, a union of teachers and state employees. "People around here are starting to ask themselves what will happen if people leave."
H)Where will those families go? And whose school districts can afford to absorb their children? In California, school officials are expecting to receive upwards of $8 billion over two years from the federal stimulus. While this money would enable districts to address some of their most pressing needs, John Mockler, an education funding specialist in Sacramento, says, "It’s not a panacea(万灵药)." In the long term, Mockler says, states need to come up with new funding sources to support classroom instruction and let teachers do what they were hired to do — teach. In the meantime, some school district administrators have come up with creative solutions. Superintendent Jerry Vaughn of the Floydada Independent School District in Texas — which has 900 or so students — says he is working toward a partnership with a local wind power company that would pay for a laptop for every kid in grades 6 through 12. At the fast growing Forsyth County Schools District in Cum-ming, Ga., Bailey Mitchell, chief technology and information officer, recently opted to use free open source software instead of purchasing expensive software licenses from vendors like Microsoft. Mitchell says the decision will save $1.1 million over three years. "We sat back and recognized the money we needed simply wasn’t going to materialize out of thin air," he says.
I)Back in San Diego, at Hage Elementary, teachers desperate for help in the school library are recruiting parent volunteers to staff the facility a few days each week. Juli Finney, president of the school’s Parent Teacher Association, admits that while this solution isn’t ideal, it is precisely the kind of effort she and other parents must make to ensure that state budget cuts don’t deny their children the chance to experience the thousands of books that are now quite literally behind closed doors. "Technically, the PTA is supposed to put icing on the cake and not provide the cake itself," she says. But when times are tough, some cake is better than no cake at all.
According to California school superintendent Jack O. Connell, the measure of extending class time should be taken to bridge the achievement gap.
选项
答案D
解析 根据题目中的California school superintendent Jack O．Connell bridge the achievementgap将本题出处定位于D)段最后两句。该段倒数第2句提到，加州校监杰克·奥·康奈尔极力反对这一做法，其中的the move指的是上一句提到的“通过减少在校天数(从180天削减到175天)来削减开支”的这一做法，接着末句提到杰克·奥·康奈尔这一反对意见的论据：为了减少学习成绩差距，我们应该增加课时，而不是减少在校时间。题目中的extending class
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