Chapter 13: Education

Test Bank

Multiple Choice

1. Education and ______ are closely related processes because education builds on the base of knowledge already acquired in early life.

a. socialization

b. family

c. bureaucracy

d. stratification

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Comprehension

Answer Location: Going to the “Right” Parties on Campus

Difficulty Level: Medium

2. The correlation between educational attainment and employment earnings is which of these?

a. strong and negative

b. strong and positive

c. weak and positive

d. weak and negative

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Comprehension

Answer Location: Going to the “Right” Parties on Campus

Difficulty Level: Medium

3. The structural-functionalist orientation to education was founded by which of these?

a. Max Weber

b. Karl Marx

c. Émile Durkheim

d. Auguste Comte

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Knowledge

Answer Location: Structural/Functional Theories

Difficulty Level: Easy

4. According to Émile Durkheim, the two types of training that the educational system should provide are which of these?

a. general; specific

b. beginner; intermediate

c. skills; content

d. reading; math

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Comprehension

Answer Location: Education as Training for Work and Life

Difficulty Level: Easy

5. According to Robert Dreeben which of these do schools teach?

a. dependence

b. value achievement

c. the norm of individualism

d. the norm of competition

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Comprehension

Answer Location: Education as a Means of Socialization

Difficulty Level: Medium

6. Which theories examine how education serves to reproduce social inequalities and reinforce the system of social stratification?

a. structural/functional

b. symbolic interaction

c. conflict/critical

d. exchange

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Comprehension

Answer Location: Conflict/Critical Theories

Difficulty Level: Medium

7. Which of these best represents how conflict/critical theorists Bowles and Gintis see the role of school?

a. Schools train students to become “good workers” before they enter the capitalist system.

b. Schools train students to be aware of class differences.

c. Schools train all students to be independent problem solvers.

d. Schools train individuals to be achievement-oriented.

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Comprehension

Answer Location: Capitalist Systems and Education

Difficulty Level: Medium

8. What concept accounts for the way education continues to recreate the class system?

a. cumulative advantage

b. social reproduction

c. meritocracy

d. social institutionalism

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Knowledge

Answer Location: Capitalist Systems and Education

Difficulty Level: Medium

9. Max Weber believed that education was which of these?

a. part of the class conflict between various social classes

b. functional for the wealthy

c. useless for the middle class

d. central to a status competition among groups with society

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Knowledge

Answer Location: Industrialized Society and Education

Difficulty Level: Easy

10. Randall Collins focused on the growth of ______ as a social signal that high-status groups use to maintain their status.

a. business degrees

b. credentials

c. private schools

d. mentorship

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Analysis

Answer Location: Industrialized Society and Education

Difficulty Level: Medium

11. Matthew is a factory worker who has a high school degree. He would like to be promoted to the managerial position, but José, who has a bachelor's degree, obtains the position. What does this exemplify?

a. discriminatory meritocracy

b. credentialism

c. workplace bias

d. commercialization

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Application

Answer Location: Credentialism

Difficulty Level: Medium

12. Which of these focus on labels that students acquire in school and how this affects the way they are treated by teachers?

a. structural-functionalists

b. symbolic interactionists

c. conflict/critical theorists

d. exchange theorists

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Knowledge

Answer Location: Inter/Actionist Theories

Difficulty Level: Easy

13. Mrs. Harper, a third-grade teacher, brands certain students as achievers and other students as slackers. This, in turn, affects their school performance. Which theoretical perspective would focus on this phenomenon?

a. functionalist

b. conflict

c. symbolic interactionist

d. critical

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Application

Answer Location: Inter/Actionist Theories

Difficulty Level: Medium

14. Symbolic interactionists, when studying the educational system, are most likely to focus on which of these?

a. the behaviors between students in a classroom

b. the struggles that working class and upper-class face

c. the functions of the educational system in various countries

d. the larger structure of the school system

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Analysis

Answer Location: Inter/Actionist Theories

Difficulty Level: Medium

15. Which of these are interested in everyday methods that students employ to accomplish school-related tasks, such as completing exams?

a. structural-functionalists

b. conflict/critical theorists

c. ethnomethodologists

d. exchange theorists

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Analysis

Answer Location: Inter/Actionist Theories

Difficulty Level: Medium

16. Jane is an ethnomethodologist who studies classrooms. Which of these is she likely to show in her research on elementary school?

a. ways in which students are taught to be cultural dopes

b. ways in which students are trained to internalize cultural norms and what those norms are

c. ways in which students are trained to be consumers

d. ways in which students are actively involved through speech and behavior

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Analysis

Answer Location: Inter/Actionist Theories

Difficulty Level: Medium

17. According to the text, students cannot help bringing the ethos of ______ to the college experience since it is pervasive throughout U.S. society.

a. narcissism

b. consumption

c. short attention spans

d. anti-intellectualism

Learning Objective: 13.2: Discuss the relationships between education and consumption.

REF: Cognitive Domain: Comprehension

Answer Location: The Collision of Commercialization and Education

Difficulty Level: Medium

18. Which of these is TRUE of Trump University?

a. It was an example of a not-for-profit college.

b. It was staffed by highly qualified instructors.

c. It used high pressure tactics to extract money from students.

d. Donald Trump was actively involved in the college.

Learning Objective: 13.2: Discuss the relationships between education and consumption.

REF: Cognitive Domain: Analysis

Answer Location: The Knowledge Industry

Difficulty Level: Medium

19. Student loan default rates are highest at which of these?

a. private nonprofit institutions

b. public universities

c. two-year colleges

d. private for-profit colleges

Learning Objective: 13.2: Discuss the relationships between education and consumption.

REF: Cognitive Domain: Knowledge

Answer Location: For Profit Colleges

Difficulty Level: Easy

20. Which of these is TRUE of the for-profit college?

a. It is experiencing dramatic growth.

b. Its students are more likely to graduate than students of other types of colleges.

c. Its graduates have lower employment outcomes than those of other types of colleges.

d. Its graduates emerge with less debt than graduates of other types of colleges.

Learning Objective: 13.2: Discuss the relationships between education and consumption.

REF: Cognitive Domain: Analysis

Answer Location: For Profit Colleges

Difficulty Level: Medium

21. Which of these view education as a meritocracy?

a. symbolic interactionists

b. conflict theorists

c. feminists

d. structural-functionalists

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Analysis

Answer Location: Inequality in Education

Difficulty Level: Medium

22. Which of these argue that educational meritocracy is a myth that leads to blaming individuals?

a. symbolic interactionists

b. conflict theorists

c. feminists

d. structural-functionalists

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Analysis

Answer Location: Inequality in Education

Difficulty Level: Medium

23. Which of these is correlated with producing the highest end-of-high-school reading and math scores?

a. student effort

b. student relationships with their faculty

c. student IQs

d. student’s parent’s education

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Analysis

Answer Location: Inequality in Education

Difficulty Level: Medium

24. Students who are ______ are more likely than ______ students to complete high school and attain either a bachelor’s or master’s degree, or higher.

a. poor and working-class; upper class

b. Asian and White; Black or Hispanic

c. Black or Hispanic; Asian and White

d. hard working; “slacker”

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Inequality in Education

Difficulty Level: Medium

25. Nan believes that if she works hard in her classes she will succeed in life. Nan’s belief is compatible with which of these concepts?

a. habitus

b. cultural dopes

c. social reproduction

d. meritocracy

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Application

Answer Location: Inequality in Education

Difficulty Level: Medium

26. Who conducted the first large-scale study of U.S. schools?

a. Émile Durkheim

b. James Coleman

c. David Brooks

d. Randall Collins

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Knowledge

Answer Location: The Coleman Report: How Much Do Schools Matter?

Difficulty Level: Easy

27. The Coleman study of U.S. schools found that the most important school predictor of student learning was which of these?

a. teacher quality

b. family background

c. gender

d. race

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: The Coleman Report: How Much Do Schools Matter?

Difficulty Level: Medium

28. Which of these assumptions did the Coleman report show to be false?

a. that schools should be racially integrated

b. that schools should educate girls and boys together

c. that educational institutions can create equal opportunities that overcome class and race inequalities

d. that homeschooled students are less likely to be successful in college

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: The Coleman Report: How Much Do Schools Matter?

Difficulty Level: Medium

29. Sociologists have debunked which of these controversial findings from The Bell Curve by Richard Herrnstein and Charles Murray?

a. Men are innately smarter than women.

b. There are innate intelligence differences by race.

c. Those from elite social groups are innately smarter than those from lower classes.

d. Some individuals are incapable of learning at a college level.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Intelligence and School Success

Difficulty Level: Medium

30. Betty Hart and Todd Risley’s research shows that there is a correlation between children's exposure to differences in parenting practices and which of these?

a. children’s academic performance

b. how they raised their own children

c. children’s vocabulary growth

d. children’s discipline problems

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Class Differences in Early Childhood

Difficulty Level: Medium

31. What was the outcome of the Perry Preschool policy experiment?

a. Perry Preschool students were discriminated against later in life.

b. Perry Preschool students became more interested in social policy as they aged.

c. Perry Preschool children were more likely than the control group to finish high school and college.

d. The children who received no preschool had better outcomes than those who participated in preschool.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Analysis

Answer Location: Preschool

Difficulty Level: Medium

32. Which of these is the most accurate statement about summer learning?

a. Both affluent and poor children lose learning at equal rates during the summer.

b. Both affluent and poor children experience learning gains over the summer months.

c. Schools play no significant role in creating summer learning gaps, but they do mediate some of the effects of unequal family backgrounds.

d. The high gains in summer learning show that schools are unimportant for student outcomes.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Analysis

Answer Location: Seasonal Learning and Class Differences in Achievement

Difficulty Level: Hard

33. What is the process by which the most advantaged individuals are awarded the best opportunities?

a. cumulative advantage

b. tracking advantage

c. performance advantage

d. hidden curriculum advantage

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Knowledge

Answer Location: Inequality within Schools: Tracking and Student Outcomes

Difficulty Level: Medium

34. What is the term for government-issued certificates that allow students to pay tuition to private school with public tax dollars?

a. scholarship tax

b. vouchers

c. homeschools

d. charter schools

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Vouchers

Difficulty Level: Medium

35. Which alternative to public school attempts to allow every student and teacher an equal voice in decision making about how long classes are and who teaches them?

a. homeschooling

b. charter schools

c. voucher schools

d. unschooling

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Unschooling and Homeschooling

Difficulty Level: Medium

36. The popularity of ______ has/have grown in recent years, while the popularity of ______ has/have been mixed at best.

a. charter schools; homeschooling

b. homeschooling; unschooling

c. unschool; charter schools

d. homeschooling; charter schools

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Unschooling and Homeschooling

Difficulty Level: Medium

37. Which of these is a characteristic of charter schools?

a. They are privately funded.

b. They are publicly operated.

c. Their teacher’s belong to unions.

d. They do not charge tuition.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Charter Schools

Difficulty Level: Medium

38. Which of these is TRUE of charter schools?

a. They perform better than their traditional public-school counterparts.

b. Their quality tends to vary (e.g. between neighborhoods)

c. They are less racially segregated than other types of schools.

d. They tend to be better managed than their public-school counterparts.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Charter Schools

Difficulty Level: Medium

39. With which of these statements would John Dewey agree?

a. The best education is market-based.

b. Education should be equal for all and should serve the public good.

c. Everyone should have educational choice.

d. Schools should let students do whatever they want to do in their learning.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Analysis

Answer Location: The Politics of Public Education

Difficulty Level: Medium

40. Jill and Steve are parents to three young children and are college educated. They are always stressing the importance of a college education to their children. Their children are developing a(n) ______ because of this socialization.

a. college-going habitus

b. achievement orientation

c. organizational capacity

d. cumulative advantage

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Application

Answer Location: Who Goes to College?

Difficulty Level: Medium

41. The ______ is a worldwide study of student educational performance.

a. Program for Assessment of International Students

b. Program for International Student Assessment

c. Program for American Student Assessment

d. Program for High Performing Students

Learning Objective: 13.4: Compare the educational system in the United States to the systems in other countries around the world.

REF: Cognitive Domain: Knowledge

Answer Location: PISA Rankings

Difficulty Level: Easy

42. Which country tops the worldwide student educational performance rankings in math, reading, and science?

a. the U.S.

b. Norway

c. Singapore

d. South Korea

Learning Objective: 13.4: Compare the educational system in the United States to the systems in other countries around the world.

REF: Cognitive Domain: Knowledge

Answer Location: Summary

Difficulty Level: Easy

43. The Program for International Student Assessment, or PISA, measures the proficiency of 15-year-olds in ______ every 3 years.

a. reading, math, and science

b. reading, social studies, and statistics

c. reading, math, and living skills

d. sociology, physics, and biology

Learning Objective: 13.4: Compare the educational system in the United States to the systems in other countries around the world.

REF: Cognitive Domain: Knowledge

Answer Location: PISA Rankings

Difficulty Level: Easy

44. Educational experts have been interested in the consistently high rankings of Finland. Which of these are characteristics of Finland’s educational system?

a. Finnish teachers are well trained and unionized.

b. Finnish schools rely heavily on standardized testing.

c. Finnish schools have different educational opportunities across schools to appeal to different types of students.

d. Finnish schools have high levels of school choice.

Learning Objective: 13.4: Compare the educational system in the United States to the systems in other countries around the world.

REF: Cognitive Domain: Analysis

Answer Location: PISA Rankings

Difficulty Level: Medium

45. At what grade level do German schools recommend a secondary track of either academic or vocational for all students?

a. kindergarten

b. second grade

c. fourth grade

d. seventh grade

Learning Objective: 13.4: Compare the educational system in the United States to the systems in other countries around the world.

REF: Cognitive Domain: Comprehension

Answer Location: German, Japanese, and U.S. Education Systems

Difficulty Level: Medium

46. How do Japanese schools enlist tracking following the first 9 years of school?

a. by evaluation of student grade record

b. by standardized tests

c. by a combination of past performance and student career assessment measures

d. by a formal interview with student and parents

Learning Objective: 13.4: Compare the educational system in the United States to the systems in other countries around the world.

REF: Cognitive Domain: Comprehension

Answer Location: German, Japanese, and U.S. Education Systems

Difficulty Level: Medium

47. How does the U.S. system differ from Germany and Japan?

a. Tracking occurs within schools, not between schools.

b. Unlike the U.S., Germany and Japan organize education at the state level,.

c. The U.S. has the highest levels of achievement inequality when compared to Germany and Japan.

d. Students seem to like school more in the U.S.

Learning Objective: 13.4: Compare the educational system in the United States to the systems in other countries around the world.

REF: Cognitive Domain: Knowledge

Answer Location: German, Japanese, and U.S. Education Systems

Difficulty Level: Easy

48. Which country is associated with the educational ideology of meritocracy?

a. Germany

b. Finland

c. the U.S.

d. Japan

Learning Objective: 13.4: Compare the educational system in the United States to the systems in other countries around the world.

REF: Cognitive Domain: Analysis

Answer Location: German, Japanese, and U.S. Education Systems

Difficulty Level: Easy

49. Which country is associated with the educational ideology equality of educational opportunities with less variation in achievement?

a. Germany

b. Finland

c. the U.S.

d. Japan

Learning Objective: 13.4: Compare the educational system in the United States to the systems in other countries around the world.

REF: Cognitive Domain: Analysis

Answer Location: German, Japanese, and U.S. Education Systems

Difficulty Level: Easy

True/False

1. During an economic recession those with the highest educational levels have been shown to have lower unemployment rates.

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Comprehension

Answer Location: Education

Difficulty Level: Medium

2. Émile Durkheim believed that schools should provide every student with the same education.

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Comprehension

Answer Location: Education as Training for Work and Life

Difficulty Level: Easy

3. Critical theorists see education as a cultural tool to keep people passive and in their place.

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Comprehension

Answer Location: Conflict/Critical Theories

Difficulty Level: Medium

4. Symbolic interactionists would agree that teachers who label students in a certain manner can affect their academic performance.

Learning Objective: 13.1: Apply structural/functional, conflict/critical, and inter/actionist approaches to the social institution of education.

REF: Cognitive Domain: Comprehension

Answer Location: Inter/Actionist Theories

Difficulty Level: Easy

5. Education has experienced an increase in commercialization.

Learning Objective: 13.2: Discuss the relationships between education and consumption.

REF: Cognitive Domain: Comprehension

Answer Location: Education and Consumption

Difficulty Level: Medium

6. For-profit colleges have higher graduation rates than not-for-profit colleges.

Learning Objective: 13.2: Discuss the relationships between education and consumption.

REF: Cognitive Domain: Comprehension

Answer Location: For-Profit Colleges

Difficulty Level: Medium

7. Part of the reason for the high default rates on student loans is that students emerge from for-profit colleges with poor career prospects and almost twice as much debt as those who attend private colleges.

Learning Objective: 13.2: Discuss the relationships between education and consumption.

REF: Cognitive Domain: Comprehension

Answer Location: For-Profit Colleges

Difficulty Level: Medium

8. Corporations such as Kaplan and Sylvan run nonprofit learning centers.

Learning Objective: 13.2: Discuss the relationships between education and consumption.

REF: Cognitive Domain: Comprehension

Answer Location: Education and Consumption

Difficulty Level: Medium

9. Channel One News provided in-class educational content to students while, at the same time, advertising products.

Learning Objective: 13.2: Discuss the relationships between education and consumption.

REF: Cognitive Domain: Comprehension

Answer Location: Advertising in Schools

Difficulty Level: Medium

10. U.S. education is meritocratic because social origin and ascribed statuses have little effect on how much students learn and how far they go in school.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Inequality in Education

Difficulty Level: Medium

11. The Coleman Report showed that gender inequality is the most significant source of difference in educational outcomes.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: The Coleman Report: How Much Do Schools Matter?

Difficulty Level: Medium

12. Richard Herrnstein and Charles Murray claimed that differences in learning and schooling are largely determined by differences in intelligence.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Intelligence and School Success

Difficulty Level: Medium

13. According to Hart and Risley’s research on household interaction, working-class family’s spoke to their young children using about the same number of words as did professional families.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Class Differences in Early Childhood

Difficulty Level: Medium

14. Studies on preschool have concluded that it is unlikely to produce long-term results around educational inequality.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Preschool

Difficulty Level: Medium

15. Summer learning is about equal for children regardless of social class.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Seasonal Learning and Class Differences in Achievement

Difficulty Level: Medium

16. Grouping students by ability is known as tracking.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Knowledge

Answer Location: Inequality within Schools: Tracking and Student Outcomes

Difficulty Level: Easy

17. If Keisha is consistently placed in high tracks, she will likely outperform other students. This process is known as cumulative advantage.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Application

Answer Location: Inequality within Schools: Tracking and Student Outcomes

Difficulty Level: Medium

18. Tracking is largely determined by individual student intelligence.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Analysis

Answer Location: Inequality within Schools: Tracking and Student Outcomes

Difficulty Level: Medium

19. Proponents of alternatives to public school share the common sentiment of the importance of school choice.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Alternatives to Traditional Public School

Difficulty Level: Medium

20. School vouchers allow students to use public tax dollars to pay tuition at private schools.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Vouchers

Difficulty Level: Easy

21. Most homeschooled children are Asian.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Unschooling and Homeschooling

Difficulty Level: Medium

22. The U.S. has the lowest percentage globally of children who are being taught at home.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Unschooling and Homeschooling

Difficulty Level: Medium

23. Most parents who homeschool do so out of a concern for the environment of other school choices.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Unschooling and Homeschooling

Difficulty Level: Medium

24. Many of the choices made for educational reform benefit those with the ability to participate and influence politics, those who have capital.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: The Politics of Public Education

Difficulty Level: Medium

25. One problem for public education has been that politicians have focused on the private interests of individuals as consumers and taken out of the equation the role of individuals as citizens. This has undermined public education and contributed to inequality.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: The Politics of Public Education

Difficulty Level: Medium

26. John Dewey advocated for public education as a mechanism to serve the public interest by providing educational opportunity for all citizens.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: The Politics of Public Education

Difficulty Level: Medium

27. Michelle is from a high-income family and all her relatives have advanced degrees. Michelle is likely to have a college-going habitus.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Application

Answer Location: Who goes to College?

Difficulty Level: Medium

28. High achieving U.S. students are those whose parents have the most motivation for them to go to school.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Who goes to College

Difficulty Level: Medium

29. Hispanic students are more likely than Black or Asian students to complete high school and obtain a college degree.

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Comprehension

Answer Location: Who goes to College

Difficulty Level: Medium

30. For the first nine years of school, German students are exposed to a uniform curriculum.

Learning Objective: 13.4: Compare the educational system in the United States to the systems in other countries around the world.

REF: Cognitive Domain: Knowledge

Answer Location: German, Japanese, and U.S. Education Systems

Difficulty Level: Easy

31. Asian countries ranked highest in the PISA scores for math, reading, and science.

Learning Objective: 13.4: Compare the educational system in the United States to the systems in other countries around the world.

REF: Cognitive Domain: Comprehension

Answer Location: PISA Rankings

Difficulty Level: Medium

Essay

1. Compare the structural/functional and conflict perspectives on education. How do these two theories see the role of education differently?

Learning Objective: 13.2: Discuss the relationships between education and consumption.

REF: Cognitive Domain: Analysis

Answer Location: Thinking about Education

Difficulty Level: Medium

2. Discuss two indicators of the commercialization of education.

Learning Objective: 13.2: Discuss the relationships between education and consumption.

REF: Cognitive Domain: Analysis

Answer Location: Education and Consumption

Difficulty Level: Medium

3. Discuss the Coleman Report findings in relation to The Bell Curve work by Herrnstein and Murray. What claims did each research make, and what were its implications? How has sociology responded to these findings?

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Analysis

Answer Location: Inequality in Education | The Coleman Report: How Much Do Schools Matter?

Difficulty Level: Medium

4. Compare three types of alternative types of schooling discussed in the text. In current trends, where do each of these alternatives stand?

Learning Objective: 13.3: Describe inequality in education, its sources, and its effects.

REF: Cognitive Domain: Analysis

Answer Location: Alternatives to Traditional Public School

Difficulty Level: Medium

5. Compare the differences that exist between German, Japanese, and U.S. schools.

Learning Objective: 13.4: Compare the educational system in the United States to the systems in other countries around the world.

REF: Cognitive Domain: Analysis

Answer Location: German, Japanese, and U.S. Education Systems

Difficulty Level: Medium