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Let’s Get Serious

THE ENDURING IMAGE of American education in 2005 might be a child displaced from the

GULF Coast region, learning in a classroom in Texas or Tennessee. It tells a great story about our schools, our teachers and our compassionate and welcoming nation. But there are other images: a ninth grader who cannot read, dropping out of school. A college freshman stumped by a science exam because he was not challenged in high school. A young engineer in India accepting a job with a major U.S. technology firm. They, too, tell us about the state of education in American.

In the knowledge economy, what you know is more important than where you live. SO how do we keep our edge? First,bygiving every student a quality education from the start. Four years ago we launched the bipartisan No Child Left Behind Act. It promised higher classroom standards, more choices for parents and greater flexibility for states. Above all , it demand-ed accountability for results.

Our schools are delivering. Fourth- and eighth-grade math scores have risen to record highs, according to the “Nation’s Report Card. ”Young African-American and Hispanic students have dramatically narrowed the “achievement gap. ”And among all 9- year- olds, more reading progress was made in the past five years than in the previous three decades. We’re keeping our promise. Among older students, however, the world threatens to leave us behind.

The evidence is mounting and troubling. The United States has fallen to ninth in the world in high- school graduation rates among 25 - to 34- year- olds. Studies show that less than half of those who do graduate are ready for college- level math and science. “The scientific and technical building blocks other nations are gathering strength,”reports the respected National Academy of Sciences.

Thomas L. Friedman, author of “The World Is Flat,”argues that other nations have learned to take advantage of innovations the United States pioneered. Sadly, in many respects, our education system has not taken advantage.

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  • 1 decade ago
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    讓我們變得嚴肅

    在2005持久圖像的美國教育可能是移動的孩子從

    在得克薩斯或者田納西海灣海岸地區,在一間教室裡學習。 它講一個重要的關於我們的學校,我們的教師和我們的有同情心和歡迎的國家的故事。 但是有其他圖像︰ 不能讀的第9 個年級學生,退學。 一個學院新生透過一次科學考試以僵直而沉重的步伐行走,因為他沒被在中學挑戰。 在與一主要的美國接受一個工作的印度的一位年輕的工程師 技術公司。 他們,也,在美國人裡把教育的狀況告訴我們。

    在知識經濟方面,你知道的比你住的地方重要。 那麼我們怎樣保持我們的邊緣? 從開頭起的第1,bygiving每個學生素質教育。 4 年以前我們啟動兩黨派沒有孩子留下行為。 它許諾更高的教室標準,對於父母的更多的選擇和為國家更大的靈活性。 最重要的是,它要求ed 有責任給結果。

    我們的學校正交付。 第4 和第8 等級數學得分給最高紀錄漂出來,根據這ation的工作成績鑑定表。 oung美籍非洲人和西班牙的學生已經戲劇性縮小chievement 差距。 nd在中全部9-讀進步的歲,更多被在過去的5 年中取得比在這以前三十年內。 我們正遵守我們的諾言。 在更老的學生中,不過,世界威脅留下我們。

    證據正安裝和擔心。 美國已經在25中在中學畢業比率方面在世界上降到第9 - 對34-歲。 研究顯示那少於確實畢業的那些人的一半為學院水準數學和科學作好了準備的。 他科學和技術組成部分其他國家正收集力量,eports被尊重的國家科學院。

    托馬斯L。 弗裡德曼,他世界的作者其他國家獲悉趁著美國開拓的革新的室,rgues。 傷心,在許多方面,我們的學製沒佔有優勢。

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  • 1 decade ago

    讓我們嚴重2005 年的美國教育的持久影像可能是被替換的孩子從那波斯灣海岸區域,在德克薩斯或田納西州的一間教室學習。 它說關於我們的學校,我們的老師一個棒的故事和我們的慈悲而且歡迎國家。 但是有其他的影像: 不能夠讀的九年級生,輟學。 因為他在高中沒被挑戰,所以一個學院新鮮人藉著一項科學考試砍斷了。 在印度的一個年輕的工程師和一個主修科目接受一個工作

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