1. School districts were required to implement many programs to accomplish desegregation over the years. Some are
simple; others are complex. Each plan had its relative advantages. Identify several of these desegregation plans, and
discuss their characteristics and advantages.
ANSWER: The plans identified could include the following: (a) alter attendance areas; (b) establish
magnet schools; (c) bus students involuntarily to desegregated schools; (d) pair schools,
bringing two schools in adjacent areas together in one larger zone; (e) provide
voluntary transfer of city students to suburban schools; and (f) allow controlled choice.
Advantages could be discussed from academic, social, economic, and other
perspectives.
DIFFICULTY: Difficult
REFERENCES: 12-1c Desegregation Plans
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Analyzing
2. You are part of the legal team in the landmark case Brown v. Board of Education. The case is winding down. The
chief attorney for the Topeka Board of Education has just presented his closing arguments, stating his case as to
why“separatebutequal”shouldremainthestatusquoandthelawoftheland.AsthechiefattorneyforOliverL.
Brown and his co-plaintiffs, it is your turn to present closing arguments. State your case briefly but concisely as to
why“separatebutequal”isinfactracialsegregationandwhyeducationalintegrationmust take place.
ANSWER: The answer should convincingly include such arguments as inequitable spending on
education with regard to blacks vs. whites, distances needed to be traveled to attend
same-race schools, the fact that although labeled separate but equal, the quality of
education at black schools was hardly equal in quality, and the argument that
segregation deprived black students of their constitutional rights as American citizens.
DIFFICULTY: Difficult
REFERENCES: 12-1a A Brief History of Segregeation in American Education
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Applying
3. Desegregation and integration are different in that only integration includes
a. development of community support.
b. development of positive interracial contact.
c. students of different races attending the same school.
d. students not being separated in racially isolated schools or classrooms.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 12-1 Desegregation
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Remembering
4. In Brown v. Board of Education, the U.S. Supreme Court ruled that
a. de facto segregation was unconstitutional.
b. segregation violated the equal protection clause of the Fourteenth Amendment.
c. desegregation should begin immediately in all U.S. school districts.
d. equal expenditures should be made for both black and white schools.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 12-1a A Brief History of Segregation in American Education
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Remembering
5. During the civil rights movement, many people found the need to improve educational opportunities for
__________________.
a. disadvantaged students b. students with disabilities
c. the wealthy d. A and B
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 12-2 Compensatory Education
LEARNING OBJECTIVES: FOED.ORNS.17.12.02 – Describe and discuss the major approaches to compensatory
education.
KEYWORDS: Bloom’s: Remembering
6. Miguel lives in a Hispanic neighborhood in a very large city. Which of the following schools is he most likely to
attend?
a. an integrated suburban school to which he is bused
b. a predominantly minority school
c. a desegregated school in his neighborhood
d. a magnet school in a neighboring city
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 12-1b The Progess of Desegregation Efforts
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Understanding
7. Ken, a school board member in a segregated district, chairs a committee that is planning a voluntary desegregation
strategy for a portion of his district. Which of the following plans would be most appropriate for his committee to
consider?
a. altered attendance areas b. busing
c. controlled choice d. paired schools
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 12-1c Desegregation Plans
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Understanding
8. Which of the following desegregation plans represents the most voluntary approach on the part of parents to move
children to another school?
a. busing b. alteration of school district lines
c. magnet schools d. school pairing
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 12-1c Desegregation Plans
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Remembering
9. The addition of a large Asian American population to big-city schools has caused districts with desegregation plans
to
a. devise a multiethnic plan. b. discard their plans.
c. implement the Milwaukee plan. d. use magnet schools.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 12-1e Movement to Charter Schools Reinforcing Segregation
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Remembering
10. In general, research on the impact of desegregation shows that
a. desegregation has had no positive effect on the academic performance of minorities and has not improved
relationships among ethnic groups.
b. desegregation has had a positive impact on the academic achievement of minorities but a negative impact on
relationships among ethnic groups.
c. desegregation has had a negative impact on both the academic achievement of minorities and the relationships
among ethnic groups.
d. where schools have been successfully desegregated and integrated, there is some evidence of both increased
academic achievement of minority groups and better relationships among ethnic groups.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 12-1f Effects on Student Performance and Attitudes
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Understanding
11. Compensatory school programs target
a. low-income students. b. minority students.
c. gifted students. d. female students.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 12-2 Compensatory Education
LEARNING OBJECTIVES: FOED.ORNS.17.12.02 – Describe and discuss the major approaches to compensatory
education.
KEYWORDS: Bloom’s: Remembering
12. The purpose of Title I is to
a. enable districts to develop curricular programs on multicultural education.
b. improve the education of economically disadvantaged children.
c. provide districts with funds to implement desegregation plans.
d. support educational programs that help handicapped children.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: Bloom’s: Remembering
LEARNING OBJECTIVES: FOED.ORNS.17.12.02 – Describe and discuss the major approaches to compensatory
education.
KEYWORDS: Bloom’s: Remembering
13. A four-year-old disadvantaged child living in the inner city would probably be eligible for
a. controlled choice. b. follow-through programs.
c. Head Start. d. pullout programs.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 12-2 Compensatory Education
LEARNING OBJECTIVES: FOED.ORNS.17.12.02 – Describe and discuss the major approaches to compensatory
education.
KEYWORDS: Bloom’s: Remembering
14. Funds for compensatory programs can be used for
a. early childhood education only.
b. psychological and social services only.
c. bilingual education only.
d. all of the above.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 12-2 Compensatory Education
LEARNING OBJECTIVES: FOED.ORNS.17.12.02 – Describe and discuss the major approaches to compensatory
education.
KEYWORDS: Bloom’s: Remembering
15. It has been difficult in some communities to implement ________ due to long bus rides to other schools and large
central-city districts with 50 percent or higher minority enrollment.
a. segregation b. magnet schools
c. desegregation d. charter schools
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 12-1c Desgregation Plans
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Remembering
16. Recent changes have improved Title I by
a. providing in-class assistance for low achievers.
b. eliminating pullout programs.
c. providing staff development for teachers.
d. all of the above
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 12-2 Compensatory Education
LEARNING OBJECTIVES: FOED.ORNS.17.12.02 – Describe and discuss the major approaches to compensatory
education.
KEYWORDS: Bloom’s: Remembering
17. Up until about 1960, subcultures in the United States were expected to
a. be assimilated into the national mainstream.
b. maintain their subculture characteristics.
c. preserve their native language.
d. remain relatively segregated from society.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 12-3 Multicultural Education
LEARNING OBJECTIVES: FOED.ORNS.17.12.03 – Understand the forms of a multicultural education present in
elementary and secondary schools, along with their major benefits and dangers.
KEYWORDS: Bloom’s: Understanding
18. Researchonteachingin“AfricanAmericanEnglish”orotherdialectshasshownthat
a. findings about the benefits of such programs are inconclusive.
b. students who do not speak a dialect resist the programs.
c. parents do not support the programs.
d. students will gain academically if initially taught in their own dialect.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 12-3a Multicultural Education
LEARNING OBJECTIVES: FOED.ORNS.17.12.03 – Understand the forms of a multicultural education present in
elementary and secondary schools, along with their major benefits and dangers.
KEYWORDS: Bloom’s: Understanding
19. Bilingual education provides students who are not proficient in English with instruction in
a. an additional foreign language. b. an English-language environment.
c. their native language. d. none of the above
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 12-3a Multicultural Education
LEARNING OBJECTIVES: FOED.ORNS.17.12.03 – Understand the forms of a multicultural education present in
elementary and secondary schools, along with their major benefits and dangers.
KEYWORDS: Bloom’s: Understanding
20. Research studies on the benefits that students receive from bilingual education indicate that the effects are
a. contradictory and controversial. b. moderately negative.
c. moderately positive. d. strongly positive.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 12-3a Multicultural Instruction
LEARNING OBJECTIVES: FOED.ORNS.17.12.03 – Understand the forms of a multicultural education present in
elementary and secondary schools, along with their major benefits and dangers.
KEYWORDS: Bloom’s: Understanding
21. Achievement of low-income minority students is likely to _____________ when students attend a middle-income
nonminority school.
a. improve b. decline
c. show no change d. show little gains over a long period
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 12-1f Effects on Student Performance and Attitudes
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Remembering
22. Two Native American students have just joined the class. You want to foster mutual respect for cultural differences
among your students, as well as enhance the learning of your two new students. Which of the following might help
you the most?
a. the“shelteredimmersion”approach b. the TBE approach
c. homogeneous groups d. multiethnic instruction
ANSWER: d
DIFFICULTY: easy
REFERENCES: 12-3a Multicultural Instruction
LEARNING OBJECTIVES: FOED.ORNS.17.12.03 – Understand the forms of a multicultural education present in
elementary and secondary schools, along with their major benefits and dangers.
KEYWORDS: Bloom’s:Understanding
23. The movement toward cultural pluralism in this country reflects the need to
a. recognize the rights of different ethnic groups to exist in segregated fashion.
b. recognize the diversity present in American society, as well as the problems and advantages that are
associated with that diversity.
c. find the proper mix of all cultures that creates what we call American culture.
d. determine the most constructive way to bring minority ethnic groups into mainstream American culture.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 12-3 Multicultural Education
LEARNING OBJECTIVES: FOED.ORNS.17.12.03 – Understand the forms of a multicultural education present in
elementary and secondary schools, along with their major benefits and dangers.
KEYWORDS: Bloom’s: Understanding
24. A majority of children with disabilities receive most or all of their education in
a. regular classrooms. b. self-contained classrooms.
c. special schools or facilities. d. their homes.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 12-4 Education for Students with Disabilities
LEARNING OBJECTIVES: FOED.ORNS.17.12.04 – Understand what the law says about providing education for
students with disabilities and recognize the major issues in their education.
KEYWORDS: Bloom’s: Remembering
25. Studies indicate that the problems children experience as a result of being classified or placed in a special class or
program
a. negatively affect academic achievement.
b. are largely related to peer acceptance.
c. linger even after services are no longer needed.
d. none of these; the results are inconclusive.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 12-4a Classification and Labeling of Students
LEARNING OBJECTIVES: FOED.ORNS.17.12.04 – Understand what the law says about providing education for
students with disabilities and recognize the major issues in their education.
KEYWORDS: Bloom’s: Remembering
26. As a result of legal mandates that students must learn in the least restrictive environment possible, most students
with special needs are targeted for placement in
a. regular classrooms. b. self-contained classrooms.
c. special schools or facilities. d. their home.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 12-4 Education for Students with Disabilities
LEARNING OBJECTIVES: FOED.ORNS.17.12.04 – Understand what the law says about providing education for
students with disabilities and recognize the major issues in their education.
KEYWORDS: Bloom’s: Remembering
27. Which of the following concepts is most closely related to inclusion?
a. least restrictive environment b. pullout programs
c. labeling d. disproportionate placement
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 12-4 Education for Student with Disabilities
LEARNING OBJECTIVES: FOED.ORNS.17.12.04 – Understand what the law says about providing education for
students with disabilities and recognize the major issues in their education.
KEYWORDS: Bloom’s: Understanding
28. Early research on mainstreaming and inclusion indicates that
a. there is no evidence that academic performance is consistently improved by these practices.
b. that higher performance occurs with time spent in self-contained classrooms.
c. that student self-esteem is negatively affected by these practices.
d. all of the above
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 12-4 Education for Students with Disabilities
LEARNING OBJECTIVES: FOED.ORNS.17.12.04 – Understand what the law says about providing education for
students with disabilities and recognize the major issues in their education.
KEYWORDS: Bloom’s: Understanding
29. The disproportionate placement of minority students in classes for the mentally retarded could be attributed to
a. problems that minority students experience in their home environment.
b. reliance on intelligence tests in identifying students for placement in such classes.
c. such students’ disproportionately high scores on standardized achievement tests.
d. unskilled evaluators.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 12-4b Disproportionate Placement of Minority Students
LEARNING OBJECTIVES: FOED.ORNS.17.12.04 – Understand what the law says about providing education for
students with disabilities and recognize the major issues in their education.
KEYWORDS: Bloom’s: Understanding
30. _____________ required the use of separate public facilities and services for African Americans.
a. The Rosa Parks law b. The Civil Rights Act
c. Jim Crow laws d. The 13th Amendment
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 12-1a A Brief History of Segregation in American Education
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Remembering
31. Civil rights leaders, like Dr. Martin Luther King, were sparked by __________to challenge racial discrimination.
a. Brown v. Board of Education b. the Bilingual Education Act
c. the 1964 Civil Rights Act d. Roe v. Wade
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 12-1a A Brief History of Segregation in American Education
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Remembering
32. In big cities, an underlying cause of many segregation problems has been _____________.
a. pronounced housing and neighborhood segregation
b. transportation
c. shortage of schools
d. local government
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 12-1b The Progress of Desegregation Efforts
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Remembering
33. In 2007, the Supreme Court ruled that school districts
a. may be segregated.
b. may use race as a part of the desegregation plan.
c. may not use race as part of the desegregation plan.
d. may halt all efforts to desegregate.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 12-1b The Progress of Desegregation Efforts
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Remembering
34. In what ways did white citizens delay implementation of the U.S. Supreme Court ruling in Brown v. Topeka Board
of Education?
ANSWER: Resistance was expressed by delaying the reassignment of African American students
to nearby white schools, opening private schools with tuition paid by public funds,
gerrymandering school boundary lines to increase segregation, suspending or repealing
compulsory attendance laws, and closing desegregated schools.
DIFFICULTY: Difficult
REFERENCES: 12-1a A Brief History of Segregation in American Education
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Analyzing
35. What are the differences between de facto segregation and de jure segregation?
ANSWER: De facto segregation results from circumstances associated with housing patterns
rather than from laws or official policies. De jure segregation results from laws,
government actions, or school policies specifically designed to bring about separation.
DIFFICULTY: Medium
REFERENCES: 12-1b The Progress oF Desegregation Efforts
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Understanding
36. During the desegregation of school districts, what is the underlying purpose of integration?
ANSWER: 1) To overcome the achievement deficit of the disadvantage minority, 2) develop
positive interracial relationships.
DIFFICULTY: Easy
REFERENCES: 12-1 Desegregation
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Understanding
37. What are magnet schools, and why might they receive community support?
ANSWER: Magnet schools have specialized academic programs and personnel to attract students
from throughout the school district. This brings together a wide variety of students and
provides a mix of socioeconomic classes. It can also help increase pride in the
community.
DIFFICULTY: Easy
REFERENCES: 12-1c Desegregation Plans
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Understanding
38. Under the No Child Left Behind Act (NCLB), what happens to schools that do not make adequate yearly progress
(AYP)?
ANSWER: They are designated as “needing improvement” and are to receive special help from the
district or state. Students at Title I schools that do not meet AYP standards are to
receive “supplemental services.” If the school fails to meet AYP over time, its
students are eligible to transfer to other schools in the district. Continued failure will
result in “corrective action” or “restructuring.”
DIFFICULTY: Medium
REFERENCES: 12-2d The No Child Left Behind Act
LEARNING OBJECTIVES: FOED.ORNS.17.12.02 – Describe and discuss the major approaches to compensatory
KEYWORDS: Bloom’s: Understanding
39. What steps were taken to rectify the poor record of compensatory programs after a decade of implementation?
ANSWER: The federal and state governments improved monitoring procedures, required more
effective evaluation, and sponsored studies to improve programs. Some states also
began to provide additional money for programs
DIFFICULTY: Difficult
REFERENCES: 12-2a Early Childhood Compensatory Education
LEARNING OBJECTIVES: FOED.ORNS.17.12.02 – Describe and discuss the major approaches to compensatory
education.
KEYWORDS: Bloom’s: Analyzing
40. Why is there a debate in compensatory education programs about whether to use a behavioristic direct-instruction
approach or an approach emphasizing conceptual development and abstract thinking skills?
ANSWER: Studies reveal that direct instruction yields good results through the third grade but that
performance falls after that. Cognitively oriented programs have not been as effective
indevelopingmasteryof“mechanical”skillsbuthaveshownpotentialgainslater.
DIFFICULTY: Difficult
REFERENCES: 12-2f Questions about Compensatory Education
LEARNING OBJECTIVES: FOED.ORNS.17.12.02 – Describe and discuss the major approaches to compensatory
education.
KEYWORDS: Bloom’s: Analyzing
41. Reflect on the outcome of the Emergency School Aid Act.
ANSWER: Between 1972 and 1982, the study that evaluated the Emergency School Aid Act
found that desegregation worked when 1) resources were focused on attaining goals,
2) administrative leadership was outstanding, 3) parents were more involved in the
classroom and 4) staff promoted interracial attitudes.
DIFFICULTY: Difficult
REFERENCES: 12-1f Effects on Student Performance and Attitudes
LEARNING OBJECTIVES: FOED.ORNS.17.12.01 – Describe the major obstacles and approached in
desegregating the schools.
KEYWORDS: Bloom’s: Applying
42. What arguments can be made for and against first-language maintenance as an approach to bilingual education?
ANSWER: Supporters believe that teaching children in their native language will help build or
maintain a sense of identity among ethnic or racial minorities and will help with reading
comprehension and the acquisition of basic English skills. Opponents believe that such
programs are harmful because they separate groups from one another and discourage
students from mastering English well enough to function successfully in the larger
society.
DIFFICULTY: Difficult
LEARNING OBJECTIVES: FOED.ORNS.17.12.03 – Understand the forms of a multicultural education present in
KEYWORDS: Bloom’s: Understanding
REFERENCES: 12-3a Multicultural Instruction
43. What extra expenses might a school district incur when trying to implement the Education for All Handicapped
Children Act?
ANSWER: There will be expenses associated with establishing an optimal learning environment
and with providing specially trained personnel who identify and evaluate children,
provide services, and conduct evaluations. Special materials and educational supplies
may also be needed to establish an optimal learning environment.
DIFFICULTY: Difficult
REFERENCES: 12-4c Issues and Dilemmas
LEARNING OBJECTIVES: FOED.ORNS.17.12.04 – Understand what the law says about providing education for
students with disabilities and recognize the major issues in their education.
KEYWORDS: Bloom’s: Understanding