Foundations Of Education 13th Edition By Allan C. Ornstein – Test Bank

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
the educational system.
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