Directions: In this section, you are required to read one quoted blog and the comments on it.The blog and comments are followed by questions or unfinished statements, each with four suggested answers A, B, C and D.Choose the best answer and mark your answer on the ANSWER SHEET.

　　One of the central principles of raising kids in America is that parents should be actively involved in their children’s education: meeting with teachers, volunteering at school, helping with homework, and doing a hundred other things that few working parents have time for.These obligations are so baked into American values that few parents stop to ask whether they’re worth the effort.

　　Until this January, few researchers did, either.In the largest-ever study of how parental involvement affects academic achievement, Keith Robinson and Angel L.Harris, two sociology professors at Duke, found that mostly it doesn’t.The researchers combed through nearly three decades’ worth of surveys of American parents and tracked 63 different measures of parental participation in kids’ academic lives, from helping them with homework, to talking with them about college plans.In an attempt to show whether the kids of more-involved parents improved over time, the researchers indexed these measures to children’s academic performance, including test scores in reading and math.

　　What they found surprised them.Most measurable forms of parental involvement seem to yield few academic dividends for kids, or even to backfire(适得其反)—regardless of a parent’s race, class, or level of education.

　　Do you review your daughter’s homework every night? Robinson and Harris’s data show that this won’t help her score higher on standardized tests.Once kids enter middle school, parental help with homework can actually bring test scores down, an effect Robinson says could be caused by the fact that many parents may have forgotten, or never truly understood, the material their children learn in school.

　　While Robinson and Harris largely disproved that assumption, they did find a handful of habits that make a difference, such as reading aloud to young kids (fewer than half of whom are read to daily) and talking with teenagers about college plans.But these interventions don’t take place at school or in the presence of teachers, where policy makers have the most influence—they take place at home.

　　Comment 1:

　　Basically the choice is whether one wants to let kids to be kids.Persistent parental involvement and constantly communicating to the kids on what the parents want consciously or unconsciously would help the kids grow up or think like the parents sooner than otherwise.

　　Comment 2:

　　It also depends on the kid.Emotional and social maturity have a lot to do with success in college and in life.Some kids may have the brains and are bored by high school, but that doesn’t mean they are ready for college or the work place.

　　Comment 3:

　　The article doesn’t clearly define “helping”, but I understood it as actually assisting children in the exercises (e.g.helping them to solve a math problem) and/or reviewing their work for accuracy rather than simply making sure they’ve completed their work.I think the latter is more helpful than the former.I would also certainly hope that no study would discourage parents from monitoring their children’s performance!
What is the main conclusion of the Robinson and Harris’s study?

A.as to

B.but for

C.regardless of

D.rather than