阅读Passage1,完成小题. Passage1 Today'sadultsgrewupinschoolsdesignedtosortusintothevarioussegmentsofoursocialandeconomicsystem.Theamountoftimeavailabletolearnwasfixed:oneyearpergrade.Theamountlearnedbytheendofthattimewasfreetovary:?someofuslearnedagreatdeal;some,verylittle.Asweadvancedthroughthegrades,thosewhohadlearnedagreatdealinpreviousgradescontinuedtobuildonthosefoundations.Thosewhohadfailedtomastertheearlyprerequisiteswithintheallottedtimefailedtolearnthatwhichfollowed.After12or13yearsofcumulativetreatmentofthiskind,wewere,ineffect,spreadalonganachievementcontinuumthatwasultimatelyreflectedineachstudent'srankinclassupongraduation. ?Fromtheveryearliestgrades,somestudentslearnedagreatdealveryquicklyandconsistentlyscoredhighonassessments.Theemotionaleffectofthiswastohelpthemtoseethemselvesascapablelearners,andsothesestudentsbecameincreasinglyconfidentinschool.Thatconfidencegavethemtheinneremotionalstrengthtotaketheriskofstrivingformoresuccessbecausetheybelievedthatsuccesswaswithintheirreach.Drivenforwardbythisoptimism,thesestudentscontinuedtotryhard,andthateffortcontinuedtoresultinsuccessforthem.Theybecametheacademicandemotionalwinners.Noticethatthetriggerfortheiremotionalstrengthandtheirlearningsuccesswastheirperceptionoftheirsuccessonformalandinformalassessments. ?Buttherewereotherstudentswhodidn’tfaresowell.Theyscoredverylowontests,beginningintheearliestgrades.Theemotionaleffectwastocausethemtoquestiontheirowncapabilitiesaslearners.Theybegantoloseconfidence,which,inturn,deprivedthemoftheemotionalreservesneededtocontinuetotakerisks.Astheirmotivationwarned,ofcourse,theirperformance?plummeted.Thesestudentsembarkedonwhattheybelievedtobeanirreversibleslidetowardinevitablefailureandlosthope.Onceagain,theemotionaltriggerfortheirdecisionnottotrywastheirperceptionoftheirperformanceonassessments. ?Considerthereality—indeed,theparadoxof—theschoolsinwhichwewerereared.?Ifsomestudentsworkedhardandlearnedalot,thatwasapositiveresult,andtheywouldfinishhighintherankorder.Butifsomestudentsgaveupinhopelessfailure,thatwasanacceptableresult,too,becausetheywouldoccupyplacesverylowintherankorder.Theirachievementresultsfedintotheimplicitmissionofschools:thegreaterthespreadofachievementamongstudents,themoreitreinforcedtherankorder.Thisiswhy,ifsomestudentsgaveupandstoppedtrying(evendroppedoutofschool),thatwasregardedasthestudent'sproblem,nottheteacher'sortheschool's. ??Onceagain,pleasenoticewhoisusingtestresultstodecidewhethertostriveforexcellenceorgiveupinhopelessness.The"data-baseddecisionmakers"inthisprocessarestudentsthemselves.Studentsaredecidingwhethersuccessiswithinorbeyondreach,whetherthelearningisworththerequiredeffort,andsowhethertotryornot.Thecriticalemotionsunderpinningthedecisionmakingprocessincludeanxiety,fearoffailure,uncertainty,andunwillingnesstotakerisks-alltriggeredbystudents'perceptionsoftheirowncapabilitiesasreflectedinassessmentresults. ?Somestudentsrespondedtothedemandsofsuchenvironmentsbyworkinghardandlearningagreatdeal.Otherscontrolledtheiranxietybygivingupandnotcaring.Theresultforthemisexactlytheoppositeoftheonesocietywants.Insteadofleavingnochildbehind,thesepractices,ineffect,drovedowntheachievementofatleastasmanystudentsastheysuccessfullyelevated.Andtheevidencesuggeststhatthedownsidevictimsaremorefrequentlymembersofparticularsocioeconomicandethnicminorities. Whathasmadestudentsspreadalonganachievementcontinuumaccordingtothepassage?
A.The allotted time to learn. B.Social and economic system. C.The early prerequisites students mastered. D.Performance on formal and informal assessments.正确答案C
