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　　A new analysis of federal money that public schools receive for low-incomestudents shows that a record number of the nation’s school districts willreceive less in the coming academic year than they did for theone 一对一学习雅思 justended.

For the 2005-2一对一学习雅思006 school year, spending under 一对一学习雅思 the Department of Education’sTitle I program, which helps low-一对一学习雅思achieving children in high-poverty areas, isincreasing 一对一学习雅思 by 3.2 percent, to $12.一对一学习雅思6 billion. But because of population shifts,growing numbers of 一对一学习雅思 poor children, newer 一对一学习雅思 census data and complex formulas thatdetermine how the money is divided, more 一对一学习雅思 than two-thirds of the districts, 一对一学习雅思 or8,843一对一学习雅思, will not receive as much 一对一学习雅思 financing as before.

The 一对一学习雅思 analysis, based on data 一对一学习雅思 from the department, 一对一学习雅思 was made by the Center onEducation Policy, a group advocating for public 一对一学习雅思 schools. A similar study by thegroup last year showed that 55 percent of the schools would receive less moneythan they did in the previous year.

“It’一对一学习雅思s an alarming number,” said Tom 一对一学习雅思 Fagan, a former department official whoconducted the 一对一学习雅思 analysis. “It’s clear that the amount of overall increase is notkeeping pace with the number of poor kids.”

Susan 一对一学习雅思 Aspey, a department 一对一学习雅思 spokeswoman, defended 一对一学习雅思 the spending levels forTitle I，sa一对一学习雅思 ying, “President Bush and Congress have invested record 一对一学习雅思 amounts

offunding to help the nation’s neediest students.”

But Mr. Fagan said the increasing number of districts that are losing moneyis making it harder for the schools 一对一学习雅思 to meet the goals of the federal No ChildLeft Behind Act, the Bush administration’s signature education 一对一学习雅思 program, whichmeasures progress through 一对一学习雅思 annual tests in math, reading and science. That isgiving critics of the program more grounds to accuse the 一对一学习雅思 administration of notsufficiently financing the program while demanding greater results.

Title I provides the largest component of 一对一学习雅思 financing for No Child LeftBehind.

“The federal government is concentrating more money 一对一学习雅思 in fewer districts,”said 一对一学习雅思 John F. Jennings, the president and chief executive of the Center onEducation Policy. “It means there is lots of anger and

lots of tension. 一对一学习雅思 They’reasking us to do more and more with less and less.”

练习题一对一学习雅思：

Choose 一对一学习雅思 correct answers to the question:

1.As it is indicated 一对一学习雅思 in the passage, the new analysis 一对一学习雅思 _____.

A.studied the federal money 一对一学习雅思 spent on low-income students

B.aimed at 一对一学习雅思 promoting the establishment of more public schools

C.showed that about half the schools would 一对一学习雅思 receive less money

D.was 一对一学习雅思 conducted by the Department of Education’s Title I program

2.Which of the following factors does NOT lead to 一对一学习雅思 the result that more thantwo-thirds of thedistricts will get more poorly financed?

A.People often 一对一学习雅思 move from one place to another.

B.There are 一对一学习雅思 more children from poor families.

C.The way of distributing money has 一对一学习雅思 changed.

D.Spending under 一对一学习雅思

the Title I program decreased.

3.Susan Aspey looks at the funding by the government 一对一学习雅思 with _______.

A.crit一对一学习雅思 icism

B.co一对一学习雅思 nsent

C.一对一学习雅思Indifference

D.expectati一对一学习雅思 on

4.According 一对一学习雅思 to Tom Fagan, _____一对一学习雅思_.

A.the government has done its best to finance the poor 一对一学习雅思 children

B.the goals of No Child Left 一对一学习雅思 Behind Act are difficult to realize

C.the way of measuring progress by annual tests should be 一对一学习雅思 changed

D.the Bush government 一对一学习雅思 shouldn’t have approved the Title I program

5.When the government 一对一学习雅思 concentrates more money in fewer districts,_____.一对一学习雅思

A.more 一对一学习雅思 poor children will get benefited

B.more public schools 一对一学习雅思 will have to be closed

C.it will arouse more people’s 一对一学习雅思 dissatisfaction

D.No Child Left Behind Act 一对一学习雅思 will be realized

sooner

1.[A]一对一学习雅思事实细节题。本题考査对一对一学习雅思长句的理解。从第1段首句中的“…of…”这一结构可知这个最新分析是要研究联邦政府一对一学习雅思资金问题的。所以排除B一对一学习雅思 。由第3段第1句可知这项最新分析是由theCenter 一对一学习雅思 on Education Policy 进行的，因此排一对一学习雅思除选项D。根据第3段最后一句一对一学习雅思，选项C中show的行为主体应为similar一对一学习雅思 study。

2.[D]事实一对一学习雅思细节题。本题考查因一对一学习雅思果关系。第2段第2句指一对一学习雅思出有三个原因造成超过2/3的地区得到的资金减少，选项A、B、C是对这三个原因的近义改写一对一学习雅思，但一对一学习雅思其中选项C与原句的形式分别最大，容易造一对一学习雅思成误选。

3.[B] 观点态一对一学习雅思度题。本题考查文人物的观一对一学习雅思点。苏珊·阿斯贝的观一对一学习雅思点态度只能从第5段推断出，从这一段中的defended和record 一对一学习雅思 amount offunding可知她对教育部的拨款数是认同的。选项A和C都是贬一对一学习雅思义词，不可能表达她的观点;选项D虽是褒一对一学习雅思义词,但苏珊是在陈述已发生的事实一对一学习雅思，而不是发一对一学习雅思表对教育部的期望。

4.[B] 推理判一对一学习雅思断题。本题考查对复合句的一对一学习雅思理解。由一对一学习雅思文中第6段第1句中的harder… tomeet…可知选项B正确。选项C最一对一学习雅思具干扰性，要排除这个干扰一对一学习雅思，关键是要理解第6段第1句中由which引导的非限制性定语从句的作 用一对一学习雅思。这个从句是对前面“theBush administration’s signature education 一对一学习雅思 program”的附加事实信息，不属于汤姆·法甘的看一对一学习雅思法。

5.一对一学习雅思[C]推理判断题。根据第6段第1句可知选项一对一学习雅思A和D与事实不符。最后一段倒数第2句中的anger一对一学习雅思 和tension两词，可推断人们对此表示一对一学习雅思不满。