It has frequently been argued that freeing schools from the rigid rules, regulations, and statutes that have traditionally fettered them would have a revolutionary effect on academic achievement. For instance, it has been suggested that schools embodying this idea could develop more effective teaching methods that could then be replicated in other schools. Charter schools-public schools that operate under a contract, or "charter"-were given just such an opportunity beginning in 1991, when Minnesota passed the first charter school law. At that time, many critics warned of deleterious rather than beneficial effects that such freewheeling schools could have on the academic achievement of students. Thus, while public opinion differed concerning the social desirability of charter schools, most agreed that there would be a pronounced effect.

Surprisingly, educators who study educational reform now seriously question the degree to which charter schools have made an impact. They conclude that freedom from many of the policies and regulations affecting traditional public schools and the concomitant control over decisions that guide the day-to-day affairs of the school have not resulted in equally dramatic changes in students' academic performance. In some states, charter schools are less likely to meet state performance standards than tradi-tional public schools. It is, however, impossible to know whether this difference is due to the performance of the schools, the prior achievement of the students, or some other factor.

Metrics for educational accountability have changed considerably in the past decade, moving increasingly to performance as measured by state mandated tests of individual student achievement. Fundamentally, however, the challenging conditions under which schools operate, be they traditional or charter, have changed little: the struggle for resources, low pay for teachers, accountability to multiple stakeholders, and the difficulty of meeting the educational requirements of children with special needs all persist.

It has frequently been argued that freeing schools from the rigid rules, regulations, and statutes that have traditionally fettered them would have a revolutionary effect on academic achievement.

For instance, it has been suggested that schools embodying this idea could develop more effective teaching methods that could then be replicated in other schools.

rigid 法律制度或体系严格的，刻板的，不可改变的

statutes

fetter  n.脚铐，束缚v.束缚，羁绊，

embody  v.代表(思想或品质)，嵌入

replicate  v.复制，重做

argue 认为

人们经常认为，将学校从传统上一直束缚它们的刻板的规则，规章和身份中解放出来，将会对学业成就产生革命性影响。

例如，有人建议，拥有这一思想的学校会发展出更有效的教学方法，然后这个方法可以被推广给其他学校。

Charter schools —— public schools that operate under a contract, or "charter" were given just such an opportunity beginning in 1991, when Minnesota passed the first charter school law.

At that time, many critics warned of deleterious rather than beneficial effects that such freewheeling schools could have on the academic achievement of students.

charter  n.章程，许可证，包租v.发给特许执照

contract  n.合同，v.收缩

deleterious  有害的

freewheeling  随心所欲的，靠惯性滑行的

特许学校——根据合同或“特许”经营的公立学校，从1991年开始就获得了一个这样的机会，当时明尼苏达州通过了第一个特许学校法案。

当时，许多批评家警告说，这种自由发展的学校可能会对学生的学业成绩产生有害的，而不是有益的影响。

Thus, while public opinion differed concerning the social desirability of charter schools, most agreed that there would be a pronounced effect.

Surprisingly, educators who study educational reform now seriously question the degree to which charter schools have made an impact.

differ  v.不同，有分歧

desirability  吸引人之处，称心的东西

pronounced  明显的，显著地

reform 改革，改良

因此，虽然在特许学校的社会可取性上，公众意见有分歧，但是大多数人认为这个改革会有明显的效果。

令人惊讶的是，研究教育改革的教育者们现在严肃质疑特许学校已产生的效果的程度

They conclude that freedom from many of the policies and regulations affecting traditional public schools and the concomitant control over decisions that guide the day-to-day affairs of the school have not resulted in equally dramatic changes in students' academic performance.

conclude  v.推断出，总结，终止

affect  v.影响，使悲伤，假装

concomitant  adj.伴随的n.伴随物

他们总结到，从各种影响传统公立学校的政策和规章制度中解放，以及解除指导学校日常事务的控制，并没有对学生的学业表现产生同样大的改变

In some states, charter schools are less likely to meet state performance standards than traditional public schools. It is, however, impossible to know whether this difference is due to the performance of the schools, the prior achievement of the students, or some other factor.

prior 先前的，更重要的

在一些州，特许学校比传统公立学校更不可能达到国家标准。然而，我们不可能知道这种差距是因为学校本身——学生们之前的成绩，还是因为其他因素。

Metrics for educational accountability have changed considerably in the past decade, moving increasingly to performance as measured by state mandated tests of individual student achievement.

metric  米制的，公制的，指标

accountability  有责任的，应作解释的，效果

considerably  相当多的，相当大的

mandated  授权，委托，颁布，强制执行

在过去的十年间，教育效果的评价标准已经发生了相当大的改变，逐渐以国家强制测试的每个学生的成绩作为对教育效果的评价。

Fundamentally, however, the challenging conditions under which schools operate, be they traditional or charter, have changed little: the struggle for resources, low pay for teachers, accountability to multiple stakeholders, and the difficulty of meeting the educational requirements of children with special needs all persist.

stakeholder  利益相关者，股东

persist  v.继续存在(尤指不喜欢的事物)，顽强坚持

然而，从根本上说，无论是传统方式还是特许方式，经营学校是有挑战性的这一点没怎么变：争夺资源，教师报酬低，对利益相关者的责任，以及满足有特殊需要的儿童的教育的困难，这些问题都仍存在。

Which of the following statements best summarizes the main point of the passage?

A：Charter schools, despite their merits(优点，价值), fail to overcome the long-standing problems in public education.

B：Recent studies have shown that charter schools have had a revolutionary effect on student achievement.

C：Freeing schools from some of the restrictions that govern them has caused a change in education since 1991.

D：Charter schools have created a whole new way of educating children that did not previously exist.

E：Assessments of charter schools` performance have reinforced(加强) the position that rigid rules and regulations are stifling(令人窒息的) academic achievement.

答案是A