ATI TEAS Version 7 Reading

 ATI TEAS Version 7 Reading 

Section 1: Key Ideas & Details

This is the "What does it say?" section. It tests your ability to understand the literal and implied meaning of the text.

Uses & Strategies

Identifying the Main Idea: The "Big Picture." What is the author's primary message?

Trick: Look at the first and last sentences of paragraphs (the "topic" and "concluding" sentences). The main idea is often repeated or summarized there.

Finding Supporting Details: Specific evidence the author uses to back up their claims (facts, statistics, examples).

Trick: When asked for a detail, do not rely on memory. Go back to the text and find the specific line(s) mentioned or implied.

Drawing Inferences: Reading "between the lines." An inference is a conclusion you draw based on evidence in the text + your own logic.

Trick: The correct answer will never contradict the text. It will just say something the text implies but doesn't state directly. Look for clues like "therefore," "consequently," or strong emotional language.

Summarizing/Paraphrasing: Restating the text in your own words.

Trick: A good paraphrase changes the vocabulary and sentence structure but retains the exact meaning. It is shorter and condenses the information.

Sample Practice: Key Ideas & Details

Passage:

"While many people view urban sprawl as an inevitable consequence of population growth, it is actually a result of poor planning and short-sighted policy decisions. The expansion of cities into rural areas often leads to increased traffic congestion, loss of agricultural land, and a decline in community cohesion. Furthermore, studies have shown that the cost of providing infrastructure—such as water, sewage, and roads—to these sprawling suburbs is significantly higher than the cost of maintaining and upgrading existing urban centers."

Question 1 (Main Idea):
What is the central claim of the passage?

A) Urban sprawl is unavoidable and must be accepted.
B) The infrastructure in suburbs is cheaper than in cities.
C) Urban sprawl is a direct result of poor policy decisions.
D) Population growth is the primary cause of urban expansion.

Question 2 (Supporting Detail):
According to the passage, which of the following is a consequence of urban sprawl?

A) A reduction in government spending
B) An increase in community interaction
C) The loss of farmland
D) A decrease in traffic problems

Question 3 (Inference):
The author implies that the cost of expanding infrastructure to suburbs is:

A) Justified by the benefits of community life.
B) Less than the cost of upgrading old city systems.
C) One of the reasons why urban sprawl is a negative phenomenon.
D) A minor concern compared to traffic issues.

Answers & Reasoning for Key Ideas & Details

Answer to Q1: C) Urban sprawl is a direct result of poor policy decisions.

Reasoning: This is the Main Idea. The author states, "it is actually a result of poor planning and short-sighted policy decisions." Option A is the opposite of the author's view. Option B is a supporting detail, not the main claim. Option D is the view the author is refuting.

Answer to Q2: C) The loss of farmland.

Reasoning: This is a Supporting Detail. The text explicitly says, "The expansion of cities... often leads to... loss of agricultural land." Option A is opposite (costs are higher), B is opposite (decline in cohesion), D is opposite (increase in congestion).

Answer to Q3: C) One of the reasons why urban sprawl is a negative phenomenon.

Reasoning: This is an Inference. The author lists the high infrastructure costs right after mentioning traffic and loss of farmland, framing it as another negative consequence. Therefore, we can infer the author sees the high cost as a negative aspect (C). The author explicitly says the cost is "significantly higher," which rules out B. There is no mention of benefits (A) or that it's a "minor concern" (D).

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Section 2: Craft & Structure

This is the "How does it say it?" section. It tests your understanding of the author's choices in writing.

Uses & Strategies

Understanding Text Structures: How is the passage organized?

Trick: Look for signal words.

• Cause/Effect: "because," "therefore," "as a result."
• Problem/Solution: "issue," "problem," "one solution is."
• Chronological: "first," "next," "later."
• Compare/Contrast: "however," "similarly," "on the other hand."

Author's Purpose & Tone: Why did they write this? (To inform, persuade, entertain, criticize).

Trick: Identify the Tone (the emotion). Is it sarcastic, objective, critical, sympathetic, or enthusiastic? The purpose is usually to support the main idea.

Distinguishing Fact from Opinion:

Fact: Can be verified (e.g., "The sky is blue.")

Opinion: A belief or judgment (e.g., "Blue is the most beautiful color.")

Trick: Watch for value-laden words like "should," "best," "worst," or "unfortunately."

Text Features (Headings, Sidebars):

Trick: A heading gives the main idea of a section. A sidebar often provides supplementary information (additional context or definitions). Always read them for context.

Sample Practice: Craft & Structure

Passage:

(1) The debate over the use of plastic bags is often framed as a simple choice between convenience and conservation. (2) However, this is a false dichotomy. (3) The manufacturing of paper bags actually produces 70% more air pollution and 50% more water pollution than the manufacturing of plastic bags. (4) Furthermore, paper bags take up significantly more space in landfills. (5) Unfortunately, the public has been misled by marketing campaigns that portray paper bags as the environmentally superior option. (6) A truly comprehensive solution involves a shift towards reusable bags.

Question 1 (Text Structure):
The passage primarily uses which organizational structure?

A) Chronological order of environmental policies
B) Problem-solution, where the problem is pollution
C) Comparison-contrast, comparing plastic and paper bags
D) Cause and effect, showing the causes of pollution

Question 2 (Author's Purpose/Tone):
The author's attitude towards "marketing campaigns" (sentence 5) can best be described as:

A) Appreciative
B) Skeptical
C) Critical
D) Indifferent

Question 3 (Fact vs. Opinion):
Which of the following statements is a fact, based on the passage?

A) The debate over plastic bags is a "simple choice."
B) A comprehensive solution is a shift to reusable bags.
C) The public has been "misled" by marketing campaigns.
D) Paper bag manufacturing produces 70% more air pollution than plastic.

Answers & Reasoning for Craft & Structure

Answer to Q1: C) Comparison-contrast, comparing plastic and paper bags.

Reasoning: The passage contrasts the pollution levels (70% more, 50% more) and landfill space of plastic vs. paper. The signal words "however" and "furthermore" support a comparative structure. It doesn't focus on cause/effect (D) or problem/solution (B) as its primary structure.

Answer to Q2: C) Critical.

Reasoning: This is about Tone. The author uses the word "Unfortunately" to describe the public being misled. The author is blaming the marketing campaigns for spreading false information. "Critical" means expressing disapproval, which fits perfectly. "Skeptical" means doubting, but the author isn't doubting the campaigns; the author is condemning them.

Answer to Q3: D) Paper bag manufacturing produces 70% more air pollution than plastic.

Reasoning: A Fact can be proven by the data provided in the passage. Sentence 3 gives the specific statistic (70%). Options A, B, and C are all opinions or subjective judgments made by the author ("simple," "comprehensive," "misled" are value judgments).

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Section 3: Integration of Knowledge & Ideas

This is the "What does it all mean?" section. It tests your ability to analyze arguments, interpret data, and combine information from multiple sources.

Uses & Strategies

Analyzing Arguments: Is the author's argument logical? Do they use strong evidence?

Trick: Identify the Claim (argument). Then, find the Evidence (facts/statistics). Check if the evidence actually supports the claim. Look for logical fallacies (emotional appeals without evidence).

Interpreting Graphic Information: Reading charts, graphs, and tables.

Trick: Don't panic. First, read the title to understand the topic. Second, read the axes (X and Y) to understand what is being measured. Third, look for trends (going up, going down, peaking). The graphic always reinforces something from the passage.

Integrating Multiple Sources: Combining information from a passage and a graphic, or from two separate passages.

Trick: When combining two texts, ask: Are they agreeing, or disagreeing? Does one provide a cause, and the other an effect? You must choose the answer that is true for both sources.

Sample Practice: Integration of Knowledge & Ideas

Passage:

"Despite claims that increased screen time is detrimental to cognitive development, several studies have demonstrated a positive correlation between moderate screen time and problem-solving skills. Interactive educational apps, in particular, engage different neural pathways than passive activities like watching television. These apps often require strategic thinking and adaptability, skills that are highly valued in the modern workforce."

Graphic:

Age Group	Average Daily Screen Time (Hours)	Average Problem-Solving Score (Scale 1-100)
5-8 years	2.5	68
9-12 years	4.0	74
13-16 years	5.5	78
17-18 years	7.0	80

Question 1 (Interpreting Graphic Information):
The data in the table supports which conclusion?

A) Younger children are better at problem-solving than older children.
B) As screen time increases, problem-solving scores generally increase.
C) Screen time decreases as students get older.
D) There is no relationship between screen time and problem-solving.

Question 2 (Integrating Information):
A researcher claims the table disproves the passage's claim about problem-solving. How would the author of the passage likely respond?

A) By agreeing that the table shows screen time hurts learning.
B) By pointing out that the table shows a positive correlation, supporting the passage.
C) By emphasizing that the sample size is too small to be valid.
D) By stating that the table proves older children are smarter.

Question 3 (Analyzing Arguments):
Which of the following would most strengthen the author's argument in the passage?

A) A statistic showing TV watching increases problem-solving.
B) An anecdote about a student who dislikes educational apps.
C) A study linking specific types of apps (interactive games) to higher scores.
D) A study showing children who use apps have worse handwriting.

Answers & Reasoning for Integration of Knowledge & Ideas

Answer to Q1: B) As screen time increases, problem-solving scores generally increase.

Reasoning: This is Interpreting Graphics. The table shows a clear trend: as you move from left to right (older age = more screen time), the problem-solving score goes up (68 → 80). Therefore, there is a positive correlation.

Answer to Q2: B) By pointing out that the table shows a positive correlation, supporting the passage.

Reasoning: This is Integrating Information. The passage claims a "positive correlation" between screen time and problem-solving. The table supports that claim. The author would likely point this out and agree that the data supports them (B). The researcher would be wrong to say it disproves the passage.

Answer to Q3: C) A study linking specific types of apps (interactive games) to higher scores.

Reasoning: This is Analyzing Arguments. The author's claim is that interactive apps help problem-solving. To strengthen the argument, you need more evidence. Option C provides direct, specific evidence linking "types of apps" to "higher scores," which perfectly supports the author's claim that interactive apps are beneficial. Option A contradicts the author (who says TV is passive and bad). Options B and D are irrelevant or weak evidence.

Section 1: Key Ideas & Details (Questions 1–4)

Passage:

"The common assumption that goldfish have a three-second memory is entirely false. Scientific studies have demonstrated that these fish are capable of retaining information for months. In one experiment, goldfish were trained to press a lever to receive food; they remembered this task even after a three-month gap. Moreover, they can distinguish between different human faces and associate specific individuals with feeding times. This suggests that their cognitive abilities are far more sophisticated than popular culture gives them credit for. The persistence of the 'three-second myth' likely stems from early, flawed research that failed to account for the fish's natural environment and stress levels during testing."

Question 1 (Main Idea):

What is the author's primary purpose in this passage?

A) To explain how to train goldfish to perform tricks
B) To correct a widespread misconception about goldfish memory
C) To describe the natural habitat of goldfish
D) To argue that goldfish are smarter than dolphins

Question 2 (Supporting Detail):

According to the passage, what did goldfish in the experiment learn to do?

A) Recognize their owners' voices
B) Swim through mazes
C) Press a lever to get food
D) Avoid predators

Question 3 (Inference):

The author implies that the "three-second myth" became popular because:

A) Goldfish are not intelligent enough to remember things
B) Early researchers did not consider factors that affected the fish's performance
C) The public prefers simple explanations over complex ones
D) Goldfish cannot distinguish between different people

Question 4 (Paraphrase):

Which of the following best paraphrases the sentence: "their cognitive abilities are far more sophisticated than popular culture gives them credit for"?

A) Goldfish are not as smart as people think they are.
B) Goldfish have more complex mental skills than commonly acknowledged.
C) Popular culture has accurately represented goldfish intelligence.
D) Goldfish are the most intelligent fish in the world.

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Answers & Reasoning for Section 1

Answer to Q1: B) To correct a widespread misconception about goldfish memory.

Reasoning: The author starts by calling the three-second memory a "common assumption" that is "entirely false." The rest of the passage provides evidence to disprove this myth. This is a clear Main Idea — correcting a false belief. Options A and C are not mentioned; D is an unsupported exaggeration.

Answer to Q2: C) Press a lever to get food.

Reasoning: This is a Supporting Detail. The text explicitly states: "goldfish were trained to press a lever to receive food." The other options are not mentioned in the passage.

Answer to Q3: B) Early researchers did not consider factors that affected the fish's performance.

Reasoning: This is an Inference. The author says the myth "stems from early, flawed research that failed to account for the fish's natural environment and stress levels." From this, we can infer that the flawed research ignored important factors (B). Option A contradicts the passage; C is not mentioned; D is directly contradicted (they can distinguish faces).

Answer to Q4: B) Goldfish have more complex mental skills than commonly acknowledged.

Reasoning: A good paraphrase retains meaning but changes wording. "Cognitive abilities" = "mental skills"; "sophisticated" = "complex"; "gives them credit for" = "commonly acknowledged." Option A says the opposite; C contradicts the passage; D is an extreme overstatement.

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Section 2: Craft & Structure (Questions 5–7)

Passage:

(1) Urban beekeeping has surged in popularity over the last decade. (2) Proponents argue that it helps combat the decline of pollinator populations and provides local honey. (3) However, critics point out that cities are often poor habitats for bees due to high pollution levels and a lack of diverse flora. (4) Moreover, they contend that hobbyist beekeepers may inadvertently harm native bee species by introducing diseases or competing for limited nectar sources. (5) Despite these concerns, many cities have relaxed zoning laws to encourage the practice, viewing it as a step toward greater sustainability. (6) Nevertheless, without proper regulation, urban beekeeping could create more problems than it solves.

Question 5 (Text Structure):

The passage is primarily organized as:

A) A chronological history of beekeeping laws
B) A problem-solution structure, where the problem is pollution
C) A presentation of arguments for and against urban beekeeping
D) A cause-and-effect analysis of honey production

Question 6 (Author's Tone):

The author's tone in sentence 6 ("Nevertheless, without proper regulation...") is best described as:

A) Optimistic
B) Neutral
C) Cautious
D) Enthusiastic

Question 7 (Fact vs. Opinion):

Which of the following statements from the passage is an opinion, not a fact?

A) Urban beekeeping has surged in popularity over the last decade.
B) Cities often have high pollution levels.
C) Without proper regulation, urban beekeeping could create more problems than it solves.
D) Many cities have relaxed zoning laws to encourage the practice.

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Answers & Reasoning for Section 2

Answer to Q5: C) A presentation of arguments for and against urban beekeeping.

Reasoning: The passage presents "proponents argue" (for) and "critics point out" (against). This is a compare/contrast of viewpoints. It does not use chronology (A), problem-solution (B — pollution is mentioned but not solved), or cause/effect as the primary structure (D).

Answer to Q6: C) Cautious.

Reasoning: The author uses the word "Nevertheless" and warns that without regulation, beekeeping "could create more problems than it solves." This shows caution — the author is not fully optimistic (A) or enthusiastic (D), but also not completely neutral (B), as they are expressing a warning.

Answer to Q7: C) Without proper regulation, urban beekeeping could create more problems than it solves.

Reasoning: This is an Opinion because "could create more problems" is a prediction/value judgment, not a verifiable fact. Options A, B, and D are all statements that can be verified with data (popularity trends, pollution levels, zoning laws) — they are facts.

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Section 3: Integration of Knowledge & Ideas (Questions 8–10)

Passage:

"Despite the growing availability of plant-based meat alternatives, consumer adoption remains relatively low in many regions. Surveys indicate that taste and texture are the primary barriers, with many consumers reporting that they find the products 'unconvincing.' Interestingly, when participants are not told they are eating plant-based meat, they rate the flavor as comparable to real meat. This suggests that psychological bias plays a significant role in consumer rejection. To overcome this, manufacturers are increasingly focusing on marketing strategies that emphasize health and environmental benefits rather than directly mimicking meat."

Graphic:

Reason for Not Buying Plant-Based Meat	Percentage of Consumers
Taste/Texture concerns	48%
Too expensive	22%
Health concerns (processed)	18%
Prefer traditional meat	12%

Question 8 (Interpreting Graphic Information):

According to the table, what is the least common reason consumers give for not buying plant-based meat?

A) Taste/Texture concerns
B) Too expensive
C) Health concerns
D) Prefer traditional meat

Question 9 (Integrating Information):

Which statement best combines the information from the passage and the table?

A) The table shows that taste is the biggest barrier, which supports the passage's point about psychological bias.
B) The table contradicts the passage because it shows price is a major factor.
C) The passage claims health is the main concern, but the table shows taste is more important.
D) The table proves that plant-based meat is unhealthy.

Question 10 (Analyzing Arguments):

The passage suggests that psychological bias is a major factor. Which piece of evidence, if added, would most weaken this argument?

A) A study showing that blind taste tests consistently rate plant-based meat lower than real meat.
B) A survey showing consumers care more about price than taste.
C) An advertisement highlighting the environmental benefits of plant-based meat.
D) A statistic showing that plant-based meat sales increased by 10% last year.

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Answers & Reasoning for Section 3

Answer to Q8: D) Prefer traditional meat.

Reasoning: This is about Interpreting Graphics. The table shows the percentages:

• Taste/Texture = 48%
• Too expensive = 22%
• Health concerns = 18%
• Prefer traditional meat = 12%

The smallest percentage is 12%, which corresponds to "Prefer traditional meat" (D).

Answer to Q9: A) The table shows that taste is the biggest barrier, which supports the passage's point about psychological bias.

Reasoning: This is Integrating Information. The passage mentions taste as a barrier and suggests psychological bias (people expect it to taste bad). The table confirms that taste is the #1 barrier (48%), which aligns with the passage. Option B is wrong because price is not the main factor; C is wrong because the passage does not claim health is the main concern; D is an unsupported conclusion.

Answer to Q10: A) A study showing that blind taste tests consistently rate plant-based meat lower than real meat.

Reasoning: This is about Analyzing Arguments. The author argues that the taste barrier is largely due to psychological bias — people expect it to taste bad. If a blind taste test (where bias is removed) still shows plant-based meat tastes worse, that would weaken the argument for psychological bias (because the taste difference is real, not imagined). Option B is irrelevant; C would strengthen the argument for marketing; D does not address taste or bias directly.

 

Section 1: Key Ideas & Details (Questions 1–7)

Passage A:

"The concept of 'dark tourism'—visiting sites associated with death, disaster, or tragedy—has grown significantly in recent years. While some critics dismiss it as morbid voyeurism, proponents argue that these visits serve an important educational function. Sites like Auschwitz-Birkenau or Ground Zero in New York attract millions of visitors annually, many of whom seek to understand historical events on a deeper, more personal level. However, the ethical line between respectful remembrance and commercial exploitation remains blurry. Tour operators must navigate this tension carefully, balancing the demand for authentic experiences with the need to preserve the dignity of these sacred spaces."

Question 1 (Main Idea):

What is the central claim of the passage?

A) Dark tourism is a profitable industry that should be expanded.
B) Dark tourism raises complex ethical questions about memory and commerce.
C) Visiting sites of tragedy is always disrespectful to the victims.
D) Auschwitz-Birkenau is the most visited dark tourism site in the world.

Question 2 (Supporting Detail):

According to the passage, what is one reason people visit dark tourism sites?

A) To find cheap vacation destinations
B) To gain a deeper understanding of historical events
C) To protest against commercial exploitation
D) To meet other tourists with similar interests

Question 3 (Inference):

The author's use of the word "blurry" to describe the ethical line suggests that:

A) The rules are clearly defined and easy to follow.
B) There is no clear consensus on what is acceptable.
C) Most tourists are unaware of ethical concerns.
D) Commercial exploitation is always wrong.

Question 4 (Paraphrase):

Which of the following best paraphrases the sentence: "Tour operators must navigate this tension carefully"?

A) Tour operators should avoid discussing ethical issues with visitors.
B) Tour operators need to manage the conflict between demand and respect thoughtfully.
C) Tour operators must increase ticket prices to reduce visitor numbers.
D) Tour operators are not responsible for visitor behavior.

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Passage B:

"The reintroduction of wolves to Yellowstone National Park in 1995 is often cited as one of the most successful ecological restoration projects in history. Before their return, the park's elk population had ballooned, overgrazing young willows and aspens and preventing their regeneration. The wolves' presence altered the behavior of elk; they began avoiding open valleys and riverbanks where they were more vulnerable to predation. This allowed vegetation to recover, which in turn stabilized riverbanks, reduced erosion, and created habitats for beavers, birds, and fish. This cascade of ecological effects, known as a 'trophic cascade,' demonstrates how keystone species can reshape entire ecosystems."

Question 5 (Main Idea):

The passage primarily emphasizes:

A) The dangers wolves pose to elk populations.
B) The environmental benefits of reintroducing a keystone predator.
C) The history of Yellowstone National Park since 1995.
D) The reasons why beavers are important to river ecosystems.

Question 6 (Supporting Detail):

What happened to the elk behavior after wolves were reintroduced?

A) They migrated out of Yellowstone entirely.
B) They began avoiding open valleys and riverbanks.
C) They overgrazed the vegetation more aggressively.
D) They became less afraid of predators.

Question 7 (Inference):

The passage implies that before 1995, the lack of wolves in Yellowstone contributed to:

A) An increase in beaver populations.
B) A decline in tree and plant regeneration.
C) Improved water quality in rivers.
D) A more balanced ecosystem overall.

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Section 2: Craft & Structure (Questions 8–13)

Passage C:

(1) The widespread adoption of artificial intelligence (AI) in creative industries has sparked heated debate. (2) Proponents celebrate AI's ability to generate music, art, and literature at unprecedented speed, democratizing creativity for those without formal training. (3) However, critics raise concerns about originality and authorship. (4) They argue that AI systems merely remix existing works, producing nothing truly novel, and that the legal framework for copyright was never designed to handle machine-generated content. (5) Furthermore, the economic implications are troubling; if machines can create, what happens to human artists, writers, and musicians? (6) Nevertheless, history suggests that new technologies often create as many jobs as they displace. (7) Ultimately, the future of AI in the arts may depend less on the technology itself and more on how society chooses to regulate and integrate it.

Question 8 (Text Structure):

The passage is primarily structured as:

A) A chronological account of AI development.
B) A cause-and-effect analysis of job loss.
C) A debate presenting arguments on both sides of the issue.
D) A problem-solution structure offering ways to regulate AI.

Question 9 (Author's Purpose):

The author's primary purpose in writing this passage is most likely to:

A) Persuade readers to boycott AI-generated art.
B) Inform readers about the complexity of the AI debate.
C) Entertain readers with humorous anecdotes about AI.
D) Provide step-by-step instructions on using AI software.

Question 10 (Author's Tone):

The tone of sentence 6 ("Nevertheless, history suggests...") can best be described as:

A) Pessimistic
B) Optimistic
C) Neutral
D) Sarcastic

Question 11 (Fact vs. Opinion):

Which of the following statements from the passage is a fact, not an opinion?

A) AI systems "merely remix existing works."
B) The legal framework for copyright was never designed for machine-generated content.
C) History suggests new technologies create as many jobs as they displace.
D) Ultimately, the future of AI depends on how society regulates it.

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Passage D:

"Despite the proliferation of digital news sources, print journalism continues to hold a distinct advantage in terms of reader trust. Surveys consistently indicate that readers perceive printed newspapers as more credible than their online counterparts. This may be due to the established editorial processes and fact-checking protocols typical of legacy publications. Additionally, the physical act of reading a newspaper—turning pages, scanning headlines, and isolating oneself from notifications—allows for deeper concentration and comprehension. However, the economic reality is bleak; advertising revenue has plummeted, forcing many newspapers to downsize staff or close entirely. The challenge for the industry is to preserve the trust and quality associated with print while adapting to a digital-first revenue model."

Question 12 (Text Features - Imagined Headline):

If a heading were added before the final sentence ("However, the economic reality is bleak..."), which heading would best summarize that section?

A) "The Golden Age of Print Media"
B) "Financial Challenges Threatening Journalism"
C) "How to Read a Newspaper Effectively"
D) "The Future of Digital-Only News"

Question 13 (Author's Purpose):

The author's attitude toward print journalism is best described as:

A) Dismissive, believing it is outdated.
B) Enthusiastic, ignoring all negatives.
C) Balanced, acknowledging both strengths and weaknesses.
D) Confused, unable to form a clear opinion.

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Section 3: Integration of Knowledge & Ideas (Questions 14–20)

Passage E:

"Many educators advocate for later school start times, particularly for teenagers, citing research on adolescent sleep cycles. During puberty, the body's circadian rhythm shifts, making it difficult for teenagers to fall asleep before 11 p.m. and challenging to wake up before 8 a.m. Despite this biological reality, most high schools begin classes between 7:00 and 7:30 a.m. Advocates argue that later start times improve academic performance, reduce absenteeism, and decrease rates of depression and anxiety among students. However, opponents point to logistical obstacles, including transportation schedules, after-school activity conflicts, and the impact on parents' work routines."

Graphic:

School District	Start Time (Before Change)	Start Time (After Change)	Average GPA (Before Change)	Average GPA (After Change)
District A	7:30 AM	8:30 AM	2.9	3.2
District B	7:45 AM	8:45 AM	3.0	3.1
District C	7:15 AM	8:15 AM	2.8	3.4
District D	7:00 AM	8:00 AM	3.1	3.2

Question 14 (Interpreting Graphic Information):

Based on the table, which school district experienced the greatest improvement in average GPA after changing start times?

A) District A
B) District B
C) District C
D) District D

Question 15 (Interpreting Graphic Information):

The data in the table most strongly supports which conclusion?

A) Earlier start times lead to higher GPAs.
B) Later start times have no effect on student performance.
C) Later start times are associated with slight GPA increases across all districts.
D) The changes in GPA are too small to be meaningful.

Question 16 (Integrating Information):

Which statement best combines the information from the passage and the table?

A) The passage's claim that later start times improve academics is supported by the table's GPA increases.
B) The table disproves the passage because GPAs did not increase in all districts.
C) The passage focuses on logistics, but the table shows only academic results.
D) The table proves that sleep cycles have no effect on learning.

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Passage F (Pair with Passage E):

"Opponents of later school start times argue that the benefits are overstated and that implementation is unrealistic. Changing bus schedules alone can cost a district hundreds of thousands of dollars. Additionally, many students rely on after-school jobs, which would be disrupted by a later dismissal time. Finally, parents who drop off their children before work would face significant childcare and commuting challenges. While academic improvements are desirable, these practical realities cannot be ignored."

Question 17 (Integrating Multiple Sources):

How does the author of Passage F respond to the arguments made in Passage E?

A) By fully agreeing and providing additional biological evidence.
B) By countering with practical and logistical objections.
C) By proposing a compromise solution for transportation.
D) By dismissing academic research as unreliable.

Question 18 (Analyzing Arguments - Passage E):

Which of the following, if true, would most strengthen the argument in Passage E for later start times?

A) A study showing that later start times reduce car accidents involving teenagers.
B) A survey showing that most students prefer to wake up early.
C) An economic analysis showing that earlier start times are more expensive.
D) A report indicating that teacher performance improves with earlier starts.

Question 19 (Analyzing Arguments - Passage F):

The main claim of Passage F is that:

A) Later school start times are biologically necessary.
B) The practical costs of changing start times may outweigh the benefits.
C) Parents should adjust their work schedules for their children.
D) After-school jobs are more important than academic performance.

Question 20 (Interpreting Graphic Information with Integration):

Imagine a fifth school district, District E, changed its start time from 7:30 AM to 9:00 AM but saw its GPA drop from 3.0 to 2.8. How would the author of Passage E most likely respond to this data?

A) By accepting that later start times do not always work.
B) By arguing that other factors must have influenced the GPA drop.
C) By admitting that early start times are better after all.
D) By ignoring the data as irrelevant.