school reform proposals in the first half of the 1980s brought hope that at least the country would wake up to the need for serious improvement in our public schools. at the same time, there was skepticism (怀疑态度) as to whether the reform would last long enough to bring about real change—a fear that the enthusiasm would fade, leaving the schools much the same as before. we can say two things about this skepticism: the reform movement has had more staying power than many had hoped for, and the worry still persists—how much has really changed, and will there be enough enthusiasm to carry the movement into the 1990s?
the pessimist would have to say that this cannot go on forever—people will surely tire of this constant clamor for school reform that seems to produce disappointing results and turn their attention elsewhere. a more optimistic view could look at several factors which, though less visible than the continued failure in so many schools, nevertheless might cause reform not only to continue but to increase in the nineties.
the most important basis for optimism is that the political force that has been driving educational reform in the eighties is still as strong as ever—they fear that continued educational failure will lead to economic decline and a lowered standard of living. reform movements of the past have been based either on educational ideas that did not necessarily have widespread support or on national "emergencies" whose urgency faded within a few years.
it's true that the connection of these economic fears to education would not necessarily have to last. if experts came along with other explanations and ways for improvement of american economic position, the interest in education might indeed decrease. on the contrary, however, more and more people are seeing that our failure to prepare our young people for productive and responsible adulthood has terrible economic as well as social consequences and that "investing in our youth" has to be an important component of america's success in the world economy of the future.
26. according to the author, the reform efforts of the eighties_______.
a. will be carried into 1990s
b. at least have brought the nation to the knowledge of the necessity of school reforms
c. have brought about real changes in education
d. were not encouraged by government
27. "staying power "(in line 8) refers to_______.
a. power that will reduce the level of education
b. power that will prevent reform
c. power that will lead to success
d. power that fails to cause changes
28. viewed in the light of pessimists, school reform cannot go on forever probably because
a. "words are more than actions"
b. reform movement might produce disappointing results
c. school reform could turn people's attention elsewhere
d. all of these
29. why has the political force been driving educational reform in the eighties?
a. the government wanted to continue the school reform into the 1900s.
b. there was continued failure in so many schools.
c. many pessimists were uncertain whether the school reform could last long.
d. continued educational failure might lead to economic decline and a lowered standard of living.
30. one of the reasons of failure in school reforms might be that_______.
a. economy is declining
b. experts did not come along with ways for improvement
c. the educational ideas have not been widely accepted in the whole country
d. america succeeded in the world economy