2025年06月六级第1套仔细阅读 Passage 1 原文翻译及答案解析

Nationally, one in six children miss 15 or more days of school in a year. Education officials have deplored all this missed instruction.

在全国范围内，每六个孩子中就有一个一年缺课15天或更多。教育官员对所有这些错过的教学表示遗憾。

These chronically absent students suffer academically because of all the classroom instruction they miss out on. In 2015, the U.S. secretary of education responded to this crisis, urging communities to support every student to attend every day and be successful in school. His open letter stated that missing 10% of school days in a year for any reason—excused or unexcused—is a primary cause of low academic achievement.

这些长期缺勤的学生因错失所有课堂指导而在学业上受苦。2015年，美国教育部长回应了这一危机，敦促社区支持每个学生每天上学并在学校取得成功。他的公开信指出，无论出于何种原因——无论是请假还是无故缺勤——一年中缺课10%是学业成绩低下的主要原因。

Worrying about whether children attend school makes sense. After all, if students don't show up, teachers can't teach them.

担心孩子是否上学是合理的。毕竟，如果学生不出勤，老师就无法教他们。

But what if America's attendance crisis is about much more than students missing class? What if, instead, it is a reflection of family and community crises these students face—such as being ejected from the family apartment, fearing for their safety in their neighborhood or suffering an illness?

但如果美国的出勤危机远不止学生缺课呢？如果相反，它反映了这些学生所面临的家庭和社区危机——比如被赶出家庭公寓、担心在社区的安全或遭受疾病呢？

As social scientists we investigated how excused and unexcused absences relate to children's academic achievement.

作为社会科学家，我们研究了请假缺勤和无故缺勤如何与儿童的学业成就相关。

We find that absences excused by a parent do little to harm children's learning. In fact, children with no unexcused absences—but 15 to 18 excused absences—have test scores equal to their peers who have no absences.

我们发现，由家长请假的缺勤对儿童学习几乎没有损害。事实上，没有无故缺勤但有15到18天请假缺勤的孩子，其考试成绩与没有缺勤的同龄人相当。

Meanwhile, the average child with even just one unexcused absence does much worse academically than peers with none.

与此同时，即使只有一天无故缺勤的普通孩子，其学业表现也远差于没有缺勤的同龄人。

We believe unexcused absence is a strong signal of the many challenges children and families face, including economic and medical hardships. Unexcused absences can be a powerful signal of how those out-of-school challenges affect children's academic progress.

我们认为，无故缺勤是儿童和家庭面临许多挑战的强烈信号，包括经济困难和医疗困难。无故缺勤可以有力地表明那些校外挑战如何影响儿童的学业进步。

Our evidence suggests unexcused absences are problematic, but for a different reason than people often think. Absence from school, and especially unexcused absence, matters mainly as a signal of many crises children and their families may be facing. It matters less as a cause of lower student achievement due to missed instruction.

我们的证据表明，无故缺勤是有问题的，但原因与人们通常认为的不同。缺课，尤其是无故缺勤，主要作为儿童及其家庭可能面临的许多危机的信号。它作为因错失教学而导致学业成绩下降的原因则不那么重要。

How we choose to think of school absences matters for educational policy. School attendance policies typically hold schools and families accountable for the days children miss, regardless of whether they were excused or unexcused absences.

我们如何看待学校缺勤对教育政策很重要。学校出勤政策通常要求学校和家庭对儿童缺勤的天数负责，无论缺勤是请假还是无故的。

These policies assume that missing school for any reason harms children academically because they are missing classroom instruction. They also assume that schools will be able to effectively intervene by reducing student absences. We find neither to be the case.

这些政策假设，无论出于何种原因缺勤都会因错失课堂指导而损害儿童的学业。它们还假设学校能够通过减少学生缺勤来有效干预。我们发现这两种情况都不是事实。

As a result, these attendance policies end up disproportionately punishing families dealing with out-of-school crises in their lives and pressuring schools who serve them to get students to school more often.

结果，这些出勤政策最终不成比例地惩罚了那些在生活中面临校外危机的家庭，并向服务这些家庭的学校施加压力，要求他们让学生更频繁地上学。

We instead suggest using unexcused absence from school as a signal to channel resources to the children and families who need them most.

我们转而建议将学校的无故缺勤作为信号，将资源导向最需要它们的儿童和家庭。