阅读 Passage 1,完成小题.
Passage 1
Today'sadults grew up in schools designed to sort us into the various segments of oursocial and economic system. Theamount of time available to learn was fixed: one year per grade. The amount learnedby the end of that time was free to vary:?some of us learned a great deal; some, very little. As weadvanced through the grades, those who had learned a great deal in previousgrades continued to build on those foundations. Those who had failed to masterthe early prerequisites within the allotted time failed to learn that whichfollowed. After 12 or 13 years of cumulative treatment of this kind, we were,in effect, spread along an achievement continuumthat was ultimately reflected in each student's rank in class upon graduation.
?Fromthe very earliest grades, some students learned a great deal very quickly andconsistently scored high on assessments. The emotional effect of this was tohelp them to see themselves as capable learners, and so these students becameincreasingly confident in school. That confidence gave them the inner emotionalstrength to take the risk of striving for more success because they believed thatsuccess was within their reach. Driven forward by this optimism, these studentscontinued to try hard, and that effort continued to result in success for them.They became the academic and emotional winners. Notice that the trigger fortheir emotional strength and their learning success was their perception oftheir success on formal and informal assessments.
?Butthere were other students who didn’t fare so well. They scored very low ontests, beginning in the earliest grades. The emotional effect was to cause themto question their own capabilities as learners. They began to lose confidence,which, in turn, deprived them of the emotional reserves needed to continue totake risks. As their motivation warned, of course, their performance?plummeted.These students embarked on what they believed to be an irreversible
A.The allotted time to learn
B.Social and economic system
C.The early prerequisites students mastered
D.Performance on formal and informal assessments