1. The high-school dropout rates, high-school completion rates, and college enrollment for African American and Latino
students have been a cause of alarm for many educators. Discuss these rates, and suggest what schools could do to
minimize problems in these areas.
ANSWER: High-school completion rates for blacks and Latinos are much lower than for whites.
Dropout rates for each group may reach 40 to 60 percent in big cities. College
enrollment for African Americans and Latinos is still relatively low. More details
appear in the chapter. There may be many suggestions for how to deal with these
problems. They may include hiring more minority teachers, modifying the curriculum
and instructional techniques, expanding Title I programs, developing special academic
assistance programs in high school, and sponsoring recruitment and assistance
programs for college.
DIFFICULTY: Difficult
REFERENCES: 11-2a The Special Problem of Minority Status Plus Urban Poverty
LEARNING OBJECTIVES: FOED.ORNS.17.11.02 – Discuss whether-after accounting for social class-race and
ethnicity are associated with school achievement.
KEYWORDS: Bloom’s: Analyzing
2. Describe five of the twelve classroom obstacles that working-class students face as discussed in Chapter 11.
ANSWER: (1) Inappropriate curriculum and instruction; (2) Lack of previous success in school;
(3) Ineffective fixation on low-level learning; (4) Difficulty of teaching conditions in
working-class schools; (5) teacher perceptions of student inadequacy; (6) Ineffective
homogeneous grouping; (7) service delivery problems. (8) Overly large classes; (9)
Teacher preparation experience; (10) Negative peer pressure; (11) Differences in
teacher and student backgrounds; and (12) Incompatibility between classroom
expectationsandstudents’behavioralpatterns.
DIFFICULTY: Difficult
REFERENCES: 11-3e Obstacles in the Classroom
LEARNING OBJECTIVES: FOED.ORNS.17.11.03 – Identify the major reasons for low achievement among
students with low socioeconomic status.
KEYWORDS: Bloom’s: Analyzing
3. Socioeconomic status is used primarily to classify people by their
a. education. b. housing value.
c. occupation. d. social class.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 11-1a Categories of Social Class
LEARNING OBJECTIVES: FOED.ORNS.17.11.01 – Describe the relationship between social class and success in
KEYWORDS: Bloom’s: Remembering
4. Technical workers, technicians, and sales personnel would probably be in the
a. upper class. b. middle class.
c. under-class. d. lower working class.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 11-1a Categories of Social Class
LEARNING OBJECTIVES: FOED.ORNS.17.11.01 – Describe the relationship between social class and success in
the educational system.
KEYWORDS: Bloom’s: Remembering
5. Concentrated poverty schools are located in
a. big cities. b. suburban areas.
c. medium-size cities. d. rural areas.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 11-1b Research on Social Class and School Success
LEARNING OBJECTIVES: FOED.ORNS.17.11.01 – Describe the relationship between social class and success in
the educational system.
KEYWORDS: Bloom’s: Remembering
6. Research indicates that the achievement of rural students is hampered by
a. a lack of community support.
b. isolation and poor instructional materials.
c. poverty and inequality.
d. the need for quality teachers.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 11-1b Research on Social Class and School Success
LEARNING OBJECTIVES: FOED.ORNS.17.11.01 – Describe the relationship between social class and success in
the educational system.
KEYWORDS: Bloom’s: Remembering
7. The students most likely to attend college are those with
a. moderate achievement from middle-income families.
b. moderate achievement from upper-income families.
c. high achievement from middle-income families.
d. high achievement from upper-income families.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 11-1b Research on Social Class and School Success
LEARNING OBJECTIVES: FOED.ORNS.17.11.01 – Describe the relationship between social class and success in
the educational system.
KEYWORDS: Bloom’s: Remembering
8. HoraceMann’sworkestablishedthat__________________.
a. there should be equal opportunity education for everyone
b. the educational system was designed to better the wealthy
c. closing the economic gap was impossible
d. social class was fixed for a lifetime
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 11-4f Reclaiming the Promise of Equal Opportunity for All Students
LEARNING OBJECTIVES: FOED.ORNS.17.11.04 – Defend arguments for and against the conclusion that the
educational system has accomplished its goals to equalize opportunity.
KEYWORDS: Bloom’s: Remembering
9. Generally speaking, the effect of class on student achievement tends to
a. decrease as the student moves on to higher grades.
b. remain a barrier to academic achievement among the lower socioeconomic classes, even through college and
university education.
c. disappear as students go to colleges and universities.
d. remain difficult to determine, even when based on the achievement levels of college and university students.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 11-4f Reclaiming the Promise of Equal Opportunity for All Students
LEARNING OBJECTIVES: FOED.ORNS.17.11.04 – Defend arguments for and against the conclusion that the
educational system has accomplished its goals to equalize opportunity.
KEYWORDS: Bloom’s: Remembering
10. People who have common ancestry and generally are similar in language, religion, and other cultural patterns belong
to the same
a. ethnic group. b. lineage.
c. race. d. socioeconomic group.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 11-2 Race, Ethnicity, and School Success
LEARNING OBJECTIVES: FOED.ORNS.17.11.02 – Discuss whether-after accounting for social class-race and
ethnicity are associated with school achievement.
KEYWORDS: Bloom’s: Remembering
11. People who have common ancestry and physical characteristics are members of the same
a. ethnic group. b. ethnicity.
c. race. d. socioeconomic group.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 11-2 Race, Ethnicity, and School Success
LEARNING OBJECTIVES: FOED.ORNS.17.11.02 – Discuss whether-after accounting for social class-race and
ethnicity are associated with school achievement.
KEYWORDS: Bloom’s: Remembering
12. Latino and African American students
a. have registered gains in reading, math, and other subjects according to the NAEP.
b. have narrowed the achievement gap that exists between them and white students.
c. are attending college at a slightly higher rate than during the 1960s.
d. all of the above
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 11-2 Race, Ethnicity, and School Success
LEARNING OBJECTIVES: FOED.ORNS.17.11.02 – Discuss whether-after accounting for social class-race and
ethnicity are associated with school achievement.
KEYWORDS: Bloom’s: Remembering
13. In terms of school achievement, working-class students as a group tend to ___________middle-class students.
a. underperform
b. outperform
c. equal
d. none of the above; this value is not measurable
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 11-4d An Intermediate Viewpoint
LEARNING OBJECTIVES: FOED.ORNS.17.11.04 – Defend arguments for and against the conclusion that the
educational system has accomplished its goals to equalize opportunity.
KEYWORDS: Bloom’s: Remembering
14. Which statement accurately describes trends in the African American community?
a. Overall status and income have increased, yet many are sinking deeper into poverty.
b. The rate of enrollment in colleges remains low.
c. Both A and B
d. Neither A nor B
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 11-2a The Special Problem of Minority Status Plus Urban Poverty
LEARNING OBJECTIVES: FOED.ORNS.17.11.02 – Discuss whether-after accounting for social class-race and
ethnicity are associated with school achievement.
KEYWORDS: Bloom’s: Understanding
15. In terms of the socioeconomic levels children will achieve as adults, children raised in poverty tend to
______________________.
a. fall below the levels of their parents
b. rise above the levels of their parents
c. freeze in the same levels as their parents
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 11-4d An Intermediate Viewpoint
LEARNING OBJECTIVES: FOED.ORNS.17.11.04 – Defend arguments for and against the conclusion that the
educational system has accomplished its goals to equalize opportunity.
KEYWORDS: Bloom’s: Remembering
16. Increasing polarization of the African American population is especially evident in
a. ability scores. b. college attendance.
c. dropout rates. d. socioeconomic status.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 11-2a The Special Problem of Minority Status Plus Urban Poverty
LEARNING OBJECTIVES: FOED.ORNS.17.11.02 – Discuss whether-after accounting for social class-race and
ethnicity are associated with school achievement.
KEYWORDS: Bloom’s: Remembering
17. ___________ helps explain why some students with low socioeconomic status refuse to conform to school
expectationsortocomplywiththeirteacher’sdemands.
a. Resistance theory b. Critical theory
c. Developmental theory d. Social class
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 11-4c The Revisionist View and Critical Pedagogy
LEARNING OBJECTIVES: FOED.ORNS.17.11.04 – Defend arguments for and against the conclusion that the
educational system has accomplished its goals to equalize opportunity.
KEYWORDS: Bloom’s: Remembering
18. The variables used to identify social class include
a. education, housing price, occupation and income.
b. housing value and occupation.
c. occupation.
d. income.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 11-1a Categories of Social Class
LEARNING OBJECTIVES: FOED.ORNS.17.11.01 – Describe the relationship between social class and success in
the educational system.
KEYWORDS: Bloom’s: Remembering
19. According to proponents of the environmental disadvantage theory,
a. the most rapid development of cognitive skills occurs during the preschool years.
b. the quality of a child’s home life is more important in later years of schooling.
c. remediation of learning deficits associated with a disadvantaged home environment is impossible.
d. good prenatal care does nothing to enhance the intellectual development of a child born into a disadvantaged
environment.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 11-3a Home Environment
LEARNING OBJECTIVES: FOED.ORNS.17.11.03 – Identify the major reasons for low achievement among
students with low socioeconomic status.
KEYWORDS: Bloom’s: Remembering
20. Elaborate language typically includes
a. complex grammar. b. explanations to clarify meaning.
c. gestures. d. all of the above.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 11-3a Home Environment
LEARNING OBJECTIVES: FOED.ORNS.17.11.03 – Identify the major reasons for low achievement among
students with low socioeconomic status.
KEYWORDS: Bloom’s: Remembering
21. To understand the causes of low school achievement, it is important to consider the home environment of children
from lower- or working-class families, because
a. their parents often mimic many of the behaviors teachers use, thus reinforcing messages at home that children
receive at school.
b. although it may be difficult to remedy learning deficits, schools must strive to develop programs that can
counter the effects of environmental disadvantages.
c. children from the middle and upper classes spend much more time away from home than do children from
working-class homes.
d. parents from working-class families too often feed children misinformation and inaccurate knowledge when
trying to help their children with schoolwork.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 11-3a Home Environment
LEARNING OBJECTIVES: FOED.ORNS.17.11.03 – Identify the major reasons for low achievement among
students with low socioeconomic status.
KEYWORDS: Bloom’s: Understanding
22. Educators who adopt the environmentalist position concerning the development of intelligence would probably
support
a. compensatory education.
b. segregated schools.
c. physical punishment.
d. use of IQ tests in program placements.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 11-3d The Heredity versus Environment Debate
LEARNING OBJECTIVES: FOED.ORNS.17.11.03 – Identify the major reasons for low achievement among
students with low socioeconomic status.
KEYWORDS: Bloom’s: Remembering
23. The new working class is best identified as _________________.
a. middle class b. lower class
c. upper class d. wealthy
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 11-1a Categories of Social Class
LEARNING OBJECTIVES: FOED.ORNS.17.11.01 – Describe the relationship between social class and success in
the educational system.
KEYWORDS: Bloom’s: Remembering
24. Environmentalists maintain that differences in IQ test scores by African Americans and Euro-Americans are due to
a. genetic differences. b. inadequate test questions.
c. systematic discrimination. d. biological factors.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 11-3d The Heredity versus Environment Debate
LEARNING OBJECTIVES: FOED.ORNS.17.11.03 – Identify the major reasons for low achievement among
students with low socioeconomic status.
KEYWORDS: Bloom’s: Remembering
25. Research that supports environment more strongly than heredity as a factor in student achievement most consistently
emphasizes that
a. conclusions supporting heredity are based more in the bias of the researcher than in the evidence of the
research.
b. heredity has never been accepted as the most influential factor in determining human intelligence.
c. in situations where the environment for achievement was positively altered, achievement for groups in such
situations improved over time.
d. we have no knowledge about intelligence as a genetically determined trait.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 11-3d The Heredity versus Environment Debate
LEARNING OBJECTIVES: FOED.ORNS.17.11.03 – Identify the major reasons for low achievement among
students with low socioeconomic status.
KEYWORDS: Bloom’s: Understanding
26. The _______________________ are often the third or fourth generation to live in poverty and depend on public
assistance.
a. underclass b. upper class
c. middle class d. lower class
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 11-4d An Intermediate Viewpoint
LEARNING OBJECTIVES: FOED.ORNS.17.11.04 – Defend arguments for and against the conclusion that the
educational system has accomplished its goals to equalize opportunity.
KEYWORDS: Bloom’s: Remembering
27. Efforts to improve the academic performance of working-class students in the primary grades should focus on
a. homogeneous grouping. b. individualized instruction.
c. large-class instruction. d. remediating basic skills.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 11-3e Obstacles in the Classroom
LEARNING OBJECTIVES: FOED.ORNS.17.11.03 – Identify the major reasons for low achievement among
students with low socioeconomic status.
KEYWORDS: Bloom’s: Remembering
28. Middle-class teachers may have difficulty understanding and motivating low-income minority students because of
a. a lack of parental support. b. language and cultural differences.
c. the curriculum. d. the students’ high absenteeism rate.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 11-3e Obstacles in the Classroom
LEARNING OBJECTIVES: FOED.ORNS.17.11.03 – Identify the major reasons for low achievement among
students with low socioeconomic status.
KEYWORDS: Bloom’s: Remembering
29. Homogeneous grouping of low achievers has some drawbacks because teachers often
a. are too permissive in controlling student behavior.
b. maintain low expectations for student achievement.
c. provide excessive support materials, which lead to student confusion.
d. spend a disproportionate amount of time with the students.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 11-3e Obstacles in the Classroom
LEARNING OBJECTIVES: FOED.ORNS.17.11.03 – Identify the major reasons for low achievement among
students with low socioeconomic status.
KEYWORDS: Bloom’s: Remembering
30. Studies show that when working-class students accept academically oriented school norms, they
a. are sometimes ridiculed by peers.
b. continue to misbehave in class.
c. experience problems with self-esteem.
d. participate in extracurricular activities.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 11-3e Obstacles in the Classroom
LEARNING OBJECTIVES: FOED.ORNS.17.11.03 – Identify the major reasons for low achievement among
students with low socioeconomic status.
KEYWORDS: Bloom’s: Remembering
31. Problemswiththewayclassroomsoperate—inappropriatecurriculumandinstruction,difficultyinteaching
conditions,teacherperceptionsofstudentinadequacy,largeclassesandnegativeteacherandpeerexpectations—
and the social context thus created suggest that
a. not all problems that contribute to low performance among lower- or working-class children come from
outside the schools.
b. conditions for teaching and learning might be altered so that lower- or working-class children are more likely
to experience academic success.
c. schools not only re-create many of the conditions that lead to social failure for some groups, but also
perpetuate conditions that lead to the success of certain groups.
d. all of the above.
ANSWER: d
DIFFICULTY: Medium
REFERENCES: 11-3e Obstacles in the Classroom
LEARNING OBJECTIVES: FOED.ORNS.17.11.03 – Identify the major reasons for low achievement among
students with low socioeconomic status.
KEYWORDS: Bloom’s: Understanding
32. James Coleman’s study of U.S. public schools reported that the most important variable affecting student
achievement was
a. expenditure per student.
b. class size.
c. the socioeconomic background of the child’s family.
d. the teacher’s level of graduate study.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 11-4 Do Schools Equalize Opportunity?
LEARNING OBJECTIVES: FOED.ORNS.17.11.04 – Defend arguments for and against the conclusion that the
educational system has accomplished its goals to equalize opportunity.
KEYWORDS: Bloom’s: Remembering
33. According to Coleman, the most logical way to improve the education of disadvantaged students is to
a. increase school funding.
b. integrate schools and classrooms on a social-class basis.
c. reduce class size.
d. train teachers to deal with the multicultural differences among students.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 11-4 Do Schools Equalize Opportunity?
LEARNING OBJECTIVES: FOED.ORNS.17.11.04 – Defend arguments for and against the conclusion that the
educational system has accomplished its goals to equalize opportunity.
KEYWORDS: Bloom’s: Remembering
34. Studies by Christopher Jencks revealed that there is little evidence that school reform efforts
a. have improved the quality of instruction.
b. have significantly altered the curriculum.
c. have substantially reduced the achievement gap between students of different socioeconomic status.
d. have been widely accepted in communities.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 11-4 Do Schools Equalize Opportunity?
LEARNING OBJECTIVES: FOED.ORNS.17.11.04 – Defend arguments for and against the conclusion that the
educational system has accomplished its goals to equalize opportunity.
KEYWORDS: Bloom’s: Remembering
35. Yourmotherarguesthatschoolsarethebestroutetosuccess.Shesays,“Ifyouwanttogetaheadinlife,thenget
asmucheducationasyoucan.”Yourmother’sviewsaremostsimilartothoseof
a. traditionalists. b. hereditarians.
c. Social Darwinists. d. revisionists.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 11-4b The Traditional View
LEARNING OBJECTIVES: FOED.ORNS.17.11.04 – Defend arguments for and against the conclusion that the
educational system has accomplished its goals to equalize opportunity.
KEYWORDS: Bloom’s: Remembering
36. Your friend Joel argues that schools, as traditionally organized, are set up not to help people get ahead in life but to
keepthem“intheirplace.”WhatlabelbestfitsJoel’sbeliefs?
a. traditionalist b. hereditarian
c. Social Darwinist d. revisionist
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 11-4c The Revisionist View and Critical Pedagogy
LEARNING OBJECTIVES: FOED.ORNS.17.11.04 – Defend arguments for and against the conclusion that the
educational system has accomplished its goals to equalize opportunity.
KEYWORDS: Bloom’s: Understanding
37. Advocates of resistance theory maintain that working-class students show resistance in schools partly because
school norms and expectations
a. allow permissive behavior.
b. promote the irrelevant middle-class values of teachers.
c. promote a college preparatory program.
d. all of the above
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 11-4c The Revisionist View and Critical Pedagogy
LEARNING OBJECTIVES: FOED.ORNS.17.11.04 – Defend arguments for and against the conclusion that the
educational system has accomplished its goals to equalize opportunity.
KEYWORDS: Bloom’s: Understanding
38. Which is the fastest growing minority population in the United States?
a. African American b. Puerto Ricans
c. Mexican Americans d. Hispanic/Latino
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 11-1a Categories of Social Class
LEARNING OBJECTIVES: FOED.ORNS.17.11.01 – Describe the relationship between social class and success in
the educational system.
KEYWORDS: Bloom’s: Remembering
39. How might the low rate of college attendance by low-income students affect their social class?
ANSWER: Without a college education, it is likely that the students will remain in the working class
and not advance to the middle class.
DIFFICULTY: Easy
REFERENCES: 11-1b Research on Social Class and School Success
LEARNING OBJECTIVES: FOED.ORNS.17.11.01 – Describe the relationship between social class and success in
the educational system.
KEYWORDS: Bloom’s: Understanding
40. Whattraitstendtodefinethe“creativeclass?”
ANSWER: Highly educated urban dwellers whose work involves an emphasis on creativity
DIFFICULTY: Easy
REFERENCES: 11-1a Categories of Social Class
LEARNING OBJECTIVES: FOED.ORNS.17.11.01 – Describe the relationship between social class and success in
the educational system.
KEYWORDS: Bloom’s: Understanding
41. What difficulties do African American males from the inner city experience, and how do those difficulties affect the
socioeconomic status of African Americans?
ANSWER: One major cause of the growth in female-headed families in urban poverty areas is the
high rate of young African American men who drop out of the labor force, are
incarcerated in prisons, or otherwise are excluded or exclude themselves from
mainstream institutions. This greatly reduces the pool of males who can participate in
stable families. Consequently, the likelihood of upward mobility is reduced.
DIFFICULTY: Medium
REFERENCES: 11-2a The Special Problem of Minority Status Plus Urban Poverty
LEARNING OBJECTIVES: FOED.ORNS.17.11.02 – Discuss whether-after accounting for social class-race and
ethnicity are associated with school achievement.
KEYWORDS: Bloom’s: Understanding
42. How does the use of language by parents at home affect the academic performance of their children at school?
ANSWER: Using elaborated language helps children excel in cognitive development, which is
essential for school success. Elaborated language is grammatically complex and
provides greater potential for organizing experience within an abstract meaning system.
DIFFICULTY: Medium
REFERENCES: 11-3a Home Environment
LEARNING OBJECTIVES: FOED.ORNS.17.11.03 – Identify the major reasons for low achievement among
students with low socioeconomic status.
KEYWORDS: Bloom’s: Understanding
43. What data does the National Assessment of Educational Progress (NAEP) collect, and how does it relate to culture?
ANSWER: They collect achievement information from a nationally representative sample of
students and compare data across socioeconomic ranges.
DIFFICULTY: Easy
REFERENCES: 11-1b Research on Social Class and School Success
LEARNING OBJECTIVES: FOED.ORNS.17.11.01 – Describe the relationship between social class and success in
the educational system.
KEYWORDS: Bloom’s: Understanding
44. Why are the prenatal stage and the early home environment (before kindergarten) so important to student
achievement?
ANSWER: A child’s intellectual development is affected in the prenatal stage by the mother’s
health, her diet, and other factors. Studies have also shown that the most rapid
cognitive development occurs during the first two or three years of life.
DIFFICULTY: Medium
REFERENCES: 11-3a Home Environment
LEARNING OBJECTIVES: FOED.ORNS.17.11.03 – Identify the major reasons for low achievement among
students with low socioeconomic status.
KEYWORDS: Bloom’s: Understanding
45. What arguments support the environmentalist view concerning the development of intelligence?
ANSWER: A number of research studies have attributed IQ gains to environmental changes that
led to improvement in the kinds of skills assessed in IQ tests. These findings have been
replicated in numerous international studies. Differences among groups in IQ scores
may be attributable to social class and racial discrimination.
DIFFICULTY: Difficult
REFERENCES: 11-3d The Heredity versus Environment Debate
LEARNING OBJECTIVES: FOED.ORNS.17.11.03 – Identify the major reasons for low achievement among
students with low socioeconomic status.
KEYWORDS: Bloom’s: Understanding
46. What is the relationship between socioeconomic status and the potential to attend college?
ANSWER: Studies show that less than 25 percent of high-school graduates from the lowest two
socioeconomic quartiles (the lowest 50 percent of students measured in terms of family
income) actually attempt college. Over 80 percent of students from the highest
socioeconomic group attend college.
DIFFICULTY: Medium
REFERENCES: 11-1b Research on Social Class and School Success
LEARNING OBJECTIVES: FOED.ORNS.17.11.01 – Describe the relationship between social class and success in
the educational system.
KEYWORDS: Bloom’s: Understanding
47. Why might the difference between teacher and student backgrounds create a problem in classrooms with working-
class students?
ANSWER: Teachers with middle-class backgrounds may experience difficulties in understanding
and motivating their disadvantaged students. Dialect and language background may
make it difficult for middle-class or nonminority teachers to communicate effectively
with low-income minority students.
DIFFICULTY: Difficult
REFERENCES: 11-3e Obstacles in the Classroom
LEARNING OBJECTIVES: FOED.ORNS.17.11.03 – Identify the major reasons for low achievement among
students with low socioeconomic status.
KEYWORDS: Bloom’s: Analyzing
48. What are the effects of the home environment on school achievement?
ANSWER: Students’ home and family environments, because they reflect social class, influence
the probability of students’ success in the traditional school. Home environment also
promotes three sets of characteristics important to school achievement: knowledge
and understandings, cognitive and verbal skills, and values and attitudes.
DIFFICULTY: Difficult
REFERENCES: 11-3a Home Environment
LEARNING OBJECTIVES: FOED.ORNS.17.11.03 – Identify the major reasons for low achievement among
students with low socioeconomic status.
KEYWORDS: Bloom’s: Understanding