【正文】 These days, it should e as no surprise that improving highereducation outes requires limiting high ambition with sometimes harsh (嚴(yán)峻的 ) realism. Students need more options and pathways to success, and more active guidance toward the best decisions considering their individual prospects and labormarket realities. We’ve tried to keep all doors open for all students, but we’ve created a system that provides inadequate guidance and poor options for many, particularly those from disadvantaged backgrounds. Many of them arrive at college unprepared for academic work, burdened by financial difficulties and a lack of knowledge of the world of higher education, and bound to work fulltime to support their families. The characteristics of the institutions students from disadvantaged backgrounds attend often worsen their difficulties. Community and technical colleges receive too little funding from states. They also face too low amotive to respond to labormarket forces by expanding capacity in occupational or workforce programs in fields with strong labormarket demand. In addition, many institutions provide students with too little structure, allowing them to wander aimlessly, with little direction or knowledge of what they want to do, and with very little academic or career consulting to guide them. Thus, many end up in general studies. Choosing a path to a certificate or associate degree in a highdemand occupation increases a student’s chances of earning a qualification with high labormarket value, but most are never told of these possibilities. Changing these outes will require more and better supports for students with barriers to overe, but it will also require strengthening institutions so they have the structure and the resources needed to promote success among their students. It will require helping students make better choices about which college to attend and what to study—and about whether a purely academic path right after high school is best for them. Evidence is accumulating that restructuring developmental education, by tailoringrequirements to what students plan to study and integrating this work with forcredit classes, can increase academic success. More dollars for students to cover their expenses are, of course, important. But simplifying the financialaid system, making it more flexible, and building in better motives for student performance could make it much more effective. Experiments that allow financial aid to be used for noncredit programs in highdemand fields, with carefully designed limits to protect program quality and integrity, have the potential to strengthen opportunities for students. Early education for all students about careers and the labor market is essential to helping students reach their goals, as is developing a range of highquality career and technical pathways that start in high school—including apprenticeships(學(xué)徒 )and other forms of workbased learning—so students with weaker academic skills can also earn qualifications and get good jobs. Policy makers and postsecondary institutions have a responsibility to implement constructive change。 every sentence he writes seems to suggest a joy. In his memoirs, however, he creates a shell around that feeling. He presents a life that, despite its hardships (in the early part of his career he often felt hungry because he wasn’t eating enough), is definitely attractive. Wandering around the streets of Paris, sitting in caf233。 Intelligence plus character—that is the goal of true education. —Martin Luther King I agree with King’s statement and argue while academic achievement is an essential 36of education, developing the selfrespect, confidence and character of our children is 37 important. My journey as a(n) 38 began 13 years ago. I had just graduated from Boston College and I was 39 about teaching and inspiring children from my munity. However, I quickly became40 of the challenges that often prevented children from making the most of their education. While insufficient 41such as books and technology are monly regarded as the leading factors impacting student performance42, I discovered that low selfrespect and lack of confidence are more damaging. My students’ struggles with low selfrespect43 my memory thatwhen I was young I wouldbe 44 and considered unattractivebecause I had dark skin, tightly coiled hair and high cheekbones. My students’struggles,45 with my own experience, forced me to write a song called “My Black Is Beautiful” in a(n)46 to change the way young girls of color view themselves. Since the 47 of social media, developing the selfrespect and confidence of our children has bee more 48, not less. Students are being exposed to images of beauty that do not 49 who they are, reminding them they do not fit society’s beauty standard. After years of observing many students struggling with low selfrespect and confidence, I began to integrate ways to 50 the problem in my teaching. Although it 51 me there were no standardized methodologies 52 to handle these issues, it didn’t discourage me from developing my own curriculum to motivate students to believe in themselves. So I decided to write a song, and53twelve of my students in its music video. In this way, I attempted to inspire them to embrace their natural beauty and to 54the message tothem that beauty does not always meet with a single, 55 standard. Differencesin skin colors, hair textures, shapes and sizes are not deficiencies but rather assets that make us beautiful and unique. 36. A. process B. ponent C. means D. burden 37. A. equally B. apparently C. fully D. partly 38. A. advisor B. educator C. reporter D. scholar 39. A. particular B. concerned C. optimistic D. nervous 40. B. scared C. cautious D. guilty 41. B. preparations C. source