GMAT Question of the Day - Daily to your Mailbox; hard ones only

It is currently 23 Sep 2018, 03:32

Close

GMAT Club Daily Prep

Thank you for using the timer - this advanced tool can estimate your performance and suggest more practice questions. We have subscribed you to Daily Prep Questions via email.

Customized
for You

we will pick new questions that match your level based on your Timer History

Track
Your Progress

every week, we’ll send you an estimated GMAT score based on your performance

Practice
Pays

we will pick new questions that match your level based on your Timer History

Not interested in getting valuable practice questions and articles delivered to your email? No problem, unsubscribe here.

Close

Request Expert Reply

Confirm Cancel

Tracking seems to contradict the oft-stated assumption that ―all kids

  new topic post reply Question banks Downloads My Bookmarks Reviews Important topics  
Author Message
TAGS:

Hide Tags

Manager
Manager
avatar
G
Joined: 30 Dec 2016
Posts: 223
Schools: Schulich
GMAT 1: 650 Q42 V37
GPA: 4
WE: Business Development (Other)
Premium Member Reviews Badge
Tracking seems to contradict the oft-stated assumption that ―all kids  [#permalink]

Show Tags

New post 22 Feb 2018, 05:06
1
Question 1
00:00
A
B
C
D
E

Question Stats:

55% (01:11) correct 45% (02:56) wrong based on 29

HideShow timer Statistics

Question 2
00:00
A
B
C
D
E

Question Stats:

61% (00:21) correct 39% (00:26) wrong based on 31

HideShow timer Statistics

Question 3
00:00
A
B
C
D
E

Question Stats:

45% (00:49) correct 55% (00:20) wrong based on 31

HideShow timer Statistics

Question 4
00:00
A
B
C
D
E

Question Stats:

19% (00:33) correct 81% (01:18) wrong based on 27

HideShow timer Statistics

Tracking seems to contradict the oft-stated assumption that ―all kids can learn.‖ If certain students are better in certain subjects, they must be allowed to excel in those areas and not be relegated to an inferior class simply because they have been tracked in another subject in which they don‘t excel. The major obstacle to eliminate tracking seems to be scheduling, and tracking has become, in many ways, a means to alleviate difficulties faced by administrators in scheduling their student body for classes.

Tracking has the ability to create divergent experiences, even in identical courses that are meant to be taught at the same level and speed. Administrators who support tracking generally assume that it promotes student achievement, citing that most students seem to learn best and develop the most confidence when they are grouped amongst classmates with similar capabilities. Yet, at least for the lower level tracks, this method of class assignment can encourage ―dumbing down,‖ or teaching to the lowest common denominator of ability within a particular class, rather than accommodating differences and pushing all students equally hard.

Tracking places different students in groups that are usually based on academic ability as demonstrated by their grades and as described in teacher reports. These tracks mean that a student will proceed through every school day with essentially the same group of peers, assigned to classes at a particular level of difficulty. Researcher R. Slavin notes that ―students at various track levels experience school differently,‖ depending on their track assignments. There are differences, for example, in how fast a class progresses through material, how talkative and energetic the classroom is, even how stressed or relaxed the teacher appears.

One of the major problems with tracking is that the level in which students are initially placed often determines not only where they remain throughout high school, but also the kinds of courses they are allowed to take. For example, schools that offer Advanced Placement (AP) courses often require that students take the honours-level version of the introductory course before enrolling in the AP course a year or two later. A student who is tracked into the ―regular‖ introductory course, rather than the honours level, may not be able to take the AP course even after doing an exemplary job in the introductory course, simply because the honours course is offered a year earlier than the regular one—allowing honours-track students to complete enough other graduation requirements to have time for the AP course later on. And, even if the ―regular‖-track student could make it into the AP course, he or she would be at a disadvantage, because the introductory course couldn‘t cover key concepts when the teacher was compelled to slow down the class for the less able students.

1. If it were found that students who were tracked did better overall on standardized tests than those who were not tracked, this would most likely weaken the author's argument that:

A. tracking has the ability to create a diversity of student experience in the classroom.
B. tracking encourages teaching to the lowest common denominator.
C. tracking allows administrators to overcome scheduling difficulties.
D. tracking allows students to learn best when grouped with similarability classmates.
E. tracking should be banned in schools


2. According specifically to the points laid out by the author in the various paragraphs of the passage, the main idea of the passage is that:

A. tracking should not be used by schools to try and promote student achievement.
B. tracking may be detrimental to many students‘ success in school.
C. teachers of tracked classes are often stressed and run their classes at a slow pace.
D. scheduling is a major problem for school administrators.
E. tracking could prove beneficial for all students in the long run



3. According to the arguments made in the passage, students may fall into a particular track because of all of the following conditions EXCEPT:

A. high grades.
B. learning difficulties.
C. honours-course enrolment.
D. how talkative and energetic they are.
E. they are extremely skilled at a particular subject




4. In spite of what points may be made in other parts of the passage, in paragraph 2, the author is primarily concerned with:

A. contrasting administrative views of tracking with his own views.
B. defining ―dumbing down‖ and its effect on students.
C. describing the diverse experiences students face when tracked.
D. conveying the importance of pushing all students equally hard.
E. listing down the benefits of tracking


_________________

Regards
SandySilva


____________
Please appreciate the efforts by pressing +1 KUDOS (:

Manager
Manager
avatar
G
Joined: 30 Dec 2016
Posts: 223
Schools: Schulich
GMAT 1: 650 Q42 V37
GPA: 4
WE: Business Development (Other)
Premium Member Reviews Badge
Re: Tracking seems to contradict the oft-stated assumption that ―all kids  [#permalink]

Show Tags

New post 03 Sep 2018, 13:02
OEs
1..
An incorporation question. How would the author‘s argument be affected if tracked students did better than their non-tracked counterparts? The question tells you that the argument would be weakened, so you just need to find an answer choice summarizing an argument the author makes against tracking on the basis of performance. (B) is just such a choice: the author argues in ¶2 that tracking encourages ―dumbing down‖

(A): Faulty Use of Detail. The author does argue this at the beginning of ¶2, but the statement isn‘t made in order to argue directly that tracking hurts academic performance. Therefore, it wouldn‘t be weakened by evidence that indicates higher performance.

(B): The correct answer

(C): Faulty Use of Detail. The author makes this point in ¶1, but this is an advantage of tracking, and one of the reasons it sticks around. If evidence that tracking was also good for test scores came out, it would presumably strengthen this argument.

(D): Faulty Use of Detail. As above, the author notes this in ¶1 when discussing the advantages of tracking. It doesn‘t have anything to do with academic performance, however, and so the argument wouldn‘t be directly affected by the new evidence in the question stem.

(E): The author never states that tracking should be banned in schools so there is no question of strengthening or weakening anything

_________________

Regards
SandySilva


____________
Please appreciate the efforts by pressing +1 KUDOS (:

Manager
Manager
avatar
G
Joined: 30 Dec 2016
Posts: 223
Schools: Schulich
GMAT 1: 650 Q42 V37
GPA: 4
WE: Business Development (Other)
Premium Member Reviews Badge
Re: Tracking seems to contradict the oft-stated assumption that ―all kids  [#permalink]

Show Tags

New post 03 Sep 2018, 13:03


2) A main idea question. Predict using topic, scope, and purpose. The author argues that tracking in schools leads to disadvantages for the students. Clearly, he is not in favour of tracking. This knowledge allows us to focus in on the global choices (A) and (B). Of the two, (A) oversteps the scope of the passage. Only (B) accurately encompasses what the author is arguing.

(A): Out of Scope. The author never actually argues that tracking should be eliminated, only that it has some negative consequences.

(B): The correct answer

(C): Faulty Use of Detail. Stress level is mentioned at the end of ¶3, but this is not the author‘s main point of the passage.

(D): Faulty Use of Detail. Scheduling is mentioned at the end of ¶1, but this is not the author‘s main point of the passage.

(E): Opposite as explained in ‗B‘ above


_________________

Regards
SandySilva


____________
Please appreciate the efforts by pressing +1 KUDOS (:

Manager
Manager
avatar
G
Joined: 30 Dec 2016
Posts: 223
Schools: Schulich
GMAT 1: 650 Q42 V37
GPA: 4
WE: Business Development (Other)
Premium Member Reviews Badge
Re: Tracking seems to contradict the oft-stated assumption that ―all kids  [#permalink]

Show Tags

New post 03 Sep 2018, 13:04

3) A scattered detail question. Either eliminate or look for a choice that seems foreign. While the first three are mentioned as criteria for tracking in the passage, (D) isn‘t mentioned as a criterion for tracking. While the author notes in ¶3 that ―there are differences…in…how talkative and energetic the classroom is‖ depending on tracking, there‘s no suggestion that students are tracked based on how talkative or energetic they are individually.

(A): Opposite. The author mentions grades as a criterion in the opening lines of ¶3.

(B): Opposite. The author cites ―academic ability‖ as a criterion for tracking in ¶3.

(C): Opposite. The author discusses the way students get locked in to higher tracks (i.e. AP courses) with honours courses (¶4).

(D): The correct answer

(E): Opposite. This is stated in ¶1.

_________________

Regards
SandySilva


____________
Please appreciate the efforts by pressing +1 KUDOS (:

Manager
Manager
avatar
G
Joined: 30 Dec 2016
Posts: 223
Schools: Schulich
GMAT 1: 650 Q42 V37
GPA: 4
WE: Business Development (Other)
Premium Member Reviews Badge
Re: Tracking seems to contradict the oft-stated assumption that ―all kids  [#permalink]

Show Tags

New post 03 Sep 2018, 13:05


4) Use your map to predict the purpose of ¶2: the author first describes why administrators like tracking (it promotes achievement) and then argues that it in fact does the opposite. (A) captures this structure of administrative views and authorial response.

(A): The correct answer

(B): Faulty Use of Detail. While this represents the author‘s view in the paragraph, it neglects the administrative views in the first half of the paragraph. (C): Faulty Use of Detail. The author mentions ―divergent experiences‖ that occur in tracking, but only as an introduction to discussing the arguments for and against the practice.

(D): Faulty Use of Detail. As in (B), while this is part of the author‘s argument against tracking, it neglects the views of the administrators.

(E): No benefits are listed in this paragraph

_________________

Regards
SandySilva


____________
Please appreciate the efforts by pressing +1 KUDOS (:

GMAT Club Bot
Re: Tracking seems to contradict the oft-stated assumption that ―all kids &nbs [#permalink] 03 Sep 2018, 13:05
Display posts from previous: Sort by

Tracking seems to contradict the oft-stated assumption that ―all kids

  new topic post reply Question banks Downloads My Bookmarks Reviews Important topics  

Events & Promotions

PREV
NEXT


Copyright

GMAT Club MBA Forum Home| About| Terms and Conditions and Privacy Policy| GMAT Club Rules| Contact| Sitemap

Powered by phpBB © phpBB Group | Emoji artwork provided by EmojiOne

Kindly note that the GMAT® test is a registered trademark of the Graduate Management Admission Council®, and this site has neither been reviewed nor endorsed by GMAC®.