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High School Except

by imskpwr » Tue Jun 18, 2013 9:50 am
This year, Williamsboro High School introduced a peer tutoring program in which students who performed poorly in class were tutored by those who performed well in class. The average scores of the students being tutored were higher before the tutoring than afterwards. Clearly peer tutoring programs do more harm than good.

Each of the following, if true, would weaken the argument above EXCEPT:

Students who were tutored in the program have exhibited greatly improved study habits and an increased desire to learn.

The average scores of students who were not in the tutoring program declined by an even greater amount over the tutoring period.

The majority of students who were tutored in the peer-tutoring program enjoyed the program and preferred the tutoring to their regular classes.

The course work for which students were responsible at the end of the tutoring period was significantly more challenging than that at the beginning of the tutoring period.

Most of the students tutored in a peer tutoring program at Gainesville High School showed marked improvements in their test scores.

Experts please advise?
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by ShalakaK » Tue Jun 18, 2013 11:37 am
IMO A
Because it says the tutor program brought good habits in students who were tutored.
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by Ugo2602 » Wed Jun 19, 2013 12:23 am
IMO: C

Conclusion : "Clearly peer tutoring programs do more harm than good."

A - does not harm. Evene if grades are below than before, they improved their habits.
B - does not harm. If tehy were not attending the tutoring progam, their grades should have declined more.
C - We do not care about what students prefer. It does not weaken the argument ==> CORRECT.
D - It does not harm. Their bad grades are not due to tutoring but harder and more challenging courses.
E - It does not harm. They improve in their test scores.

What is the OA?
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by Gaurav 2013-fall » Wed Jun 19, 2013 12:32 am
imskpwr wrote:This year, Williamsboro High School introduced a peer tutoring program in which students who performed poorly in class were tutored by those who performed well in class. The average scores of the students being tutored were higher before the tutoring than afterwards. Clearly peer tutoring programs do more harm than good.

Each of the following, if true, would weaken the argument above EXCEPT:

Students who were tutored in the program have exhibited greatly improved study habits and an increased desire to learn.

The average scores of students who were not in the tutoring program declined by an even greater amount over the tutoring period.

The majority of students who were tutored in the peer-tutoring program enjoyed the program and preferred the tutoring to their regular classes.

The course work for which students were responsible at the end of the tutoring period was significantly more challenging than that at the beginning of the tutoring period.

Most of the students tutored in a peer tutoring program at Gainesville High School showed marked improvements in their test scores.

Experts please advise?


This year, Williamsboro High School introduced a peer tutoring program in which students who performed poorly in class were tutored by those who performed well in class. The average scores of the students being tutored were higher before the tutoring than afterwards. Clearly peer tutoring programs do more harm than good.

Each of the following, if true, would weaken the argument above EXCEPT:
argument: tutoring is bad
our task is to identify four statements that say tutoring is good. The remaining one is the answer. OK let's try.

Students who were tutored in the program have exhibited greatly improved study habits and an increased desire to learn. this says tutoring is good

The average scores of students who were not in the tutoring program declined by an even greater amount over the tutoring period. This says tutoring isn't that bad.

The majority of students who were tutored in the peer-tutoring program enjoyed the program and preferred the tutoring to their regular classes. talks about enjoyment of the students. does not talk whether tutoring is good or bad.

The course work for which students were responsible at the end of the tutoring period was significantly more challenging than that at the beginning of the tutoring period. This says that the tougher coursework was the reason for the bad performance of the students and not the tutoring.

Most of the students tutored in a peer tutoring program at Gainesville High School showed marked improvements in their test scores. this says clearly that tutoring programs are good
[spoiler]so A B D E say that tutoring may not be all that bad. we are left with C.
C is my choice.
[/spoiler]



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by imskpwr » Wed Jun 19, 2013 8:56 am
Can we have some expert's opinions?
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by GMATGuruNY » Thu Jun 20, 2013 11:00 am
imskpwr wrote:This year, Williamsboro High School introduced a peer tutoring program in which students who performed poorly in class were tutored by those who performed well in class. The average scores of the students being tutored were higher before the tutoring than afterwards. Clearly peer tutoring programs do more harm than good.

Each of the following, if true, would weaken the argument above EXCEPT:

Students who were tutored in the program have exhibited greatly improved study habits and an increased desire to learn.

The average scores of students who were not in the tutoring program declined by an even greater amount over the tutoring period.

The majority of students who were tutored in the peer-tutoring program enjoyed the program and preferred the tutoring to their regular classes.

The course work for which students were responsible at the end of the tutoring period was significantly more challenging than that at the beginning of the tutoring period.

Most of the students tutored in a peer tutoring program at Gainesville High School showed marked improvements in their test scores.

Experts please advise?
The passage links LOWER TEST SCORES to the conclusion that the tutoring program does MORE HARM THAN GOOD.
Which answer choice DOES NOT WEAKEN the conclusion that the tutoring program does more harm than good?

Answer choice C: The majority of students who were tutored in the peer-tutoring program enjoyed the program and preferred the tutoring to their regular classes.
Prior to the tutoring program, the tutored students had HIGHER average scores.
But according to C, these students now PREFER the tutoring program -- a program linked to LOWER TEST SCORES.
By inducing the students to PREFER a method of study linked to LOWER TEST SCORES, the tutoring program could be said to do more harm than good -- STRENGTHENING the conclusion of the passage.

The correct answer is C.
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by imskpwr » Fri Jun 21, 2013 6:45 pm
GMATGuruNY wrote: The passage links LOWER TEST SCORES to the conclusion that the tutoring program does MORE HARM THAN GOOD.
Which answer choice DOES NOT WEAKEN the conclusion that the tutoring program does more harm than good?

Answer choice C: The majority of students who were tutored in the peer-tutoring program enjoyed the program and preferred the tutoring to their regular classes.
Prior to the tutoring program, the tutored students had HIGHER average scores.
But according to C, these students now PREFER the tutoring program -- a program linked to LOWER TEST SCORES.
By inducing the students to PREFER a method of study linked to LOWER TEST SCORES, the tutoring program could be said to do more harm than good -- STRENGTHENING the conclusion of the passage.

The correct answer is C.
What I think about this argument? OR How I have attempted this argument?

FACT: This year, Williamsboro High School introduced a peer tutoring program in which students who performed poorly in class were tutored by those who performed well in class.

PREMISE: The average scores of the students being tutored were higher before the tutoring than afterwards.

CONCLUSION: Clearly peer tutoring programs do more harm than good.

Each of the following, if true, would weaken the argument above EXCEPT:

Students who were tutored in the program have exhibited greatly improved study habits and an increased desire to learn.] This is well within the scope of the argument and the effect it has is opposite to the conclusion ie WEAKNER

The average scores of students who were not in the tutoring program declined by an even greater amount over the tutoring period.This is outside the scope of the argument so it has no effect on the conclusion ie OUT OF SCOPE


The majority of students who were tutored in the peer-tutoring program enjoyed the program and preferred the tutoring to their regular classes.This is also outside the scope of the argument.


The course work for which students were responsible at the end of the tutoring period was significantly more challenging than that at the beginning of the tutoring period.This is well within the scope of the argument and the effect it has is opposite to the conclusion ie WEAKNER


Most of the students tutored in a peer tutoring program at Gainesville High School showed marked improvements in their test scores.This is well within the scope of the argument and the effect it has is opposite to the conclusion ie WEAKNER


Experts please advise?[/quote]
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by GMATGuruNY » Sun Jun 23, 2013 4:55 am
imskpwr wrote: The average scores of students who were not in the tutoring program declined by an even greater amount over the tutoring period.This is outside the scope of the argument so it has no effect on the conclusion ie OUT OF SCOPE
Consider the following example:
The average scores of the students NOT in the tutoring program decline BY 30%.
The average scores of the students IN the tutoring program decline BY ONLY 20%.
Since the tutored students see a smaller score decline, they BENEFIT from the tutoring program, WEAKENING the conclusion that the tutoring program does more harm than good.
Eliminate B.
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by imskpwr » Sun Jun 23, 2013 7:42 am
GMATGuruNY wrote:
imskpwr wrote: The average scores of students who were not in the tutoring program declined by an even greater amount over the tutoring period.This is outside the scope of the argument so it has no effect on the conclusion ie OUT OF SCOPE
Consider the following example:
The average scores of the students NOT in the tutoring program decline BY 30%.
The average scores of the students IN the tutoring program decline BY ONLY 20%.
Since the tutored students see a smaller score decline, they BENEFIT from the tutoring program, WEAKENING the conclusion that the tutoring program does more harm than good.
Eliminate B.
Mitch,

I thought that there are TWO groups:
One- group of students who have undergone tutoring program.
Second- group of students who have not undergone any tutoring program.

We are concerned with the effect of the Tutoring program on students. Clearly, possible weakners for this argument will try to find an issue either in "the group of students who have undergone tutoring program" or with the "tutoring program"(or anything that has direct bearing on tutoring program or the group of students who have undergone tutoring program).

The effects on the "group of students who have not undergone any tutoring program" will have no bearing on the conclusion that Tutoring program will do more harm than good.


The average scores of the students NOT in the tutoring program decline BY 30%.(tutoring program can NEVER have ANY bearing on this group of students. So there could be a number of causes for this to happen except tutoring program)
The average scores of the students IN the tutoring program decline BY ONLY 20%..(tutoring program CAN have a direct bearing on this group of students)

How can ?
The average scores of the students NOT in the tutoring program decline BY 30%.
The average scores of the students IN the tutoring program decline BY ONLY 20%.
Since the tutored students see a smaller score decline, they BENEFIT from the tutoring program, WEAKENING the conclusion that the tutoring program does more harm than good.
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by GMATGuruNY » Mon Jun 24, 2013 12:18 pm
imskpwr wrote:
GMATGuruNY wrote:
imskpwr wrote: The average scores of students who were not in the tutoring program declined by an even greater amount over the tutoring period.This is outside the scope of the argument so it has no effect on the conclusion ie OUT OF SCOPE
Consider the following example:
The average scores of the students NOT in the tutoring program decline BY 30%.
The average scores of the students IN the tutoring program decline BY ONLY 20%.
Since the tutored students see a smaller score decline, they BENEFIT from the tutoring program, WEAKENING the conclusion that the tutoring program does more harm than good.
Eliminate B.
Mitch,

I thought that there are TWO groups:
One- group of students who have undergone tutoring program.
Second- group of students who have not undergone any tutoring program.

We are concerned with the effect of the Tutoring program on students. Clearly, possible weakners for this argument will try to find an issue either in "the group of students who have undergone tutoring program" or with the "tutoring program"(or anything that has direct bearing on tutoring program or the group of students who have undergone tutoring program).

The effects on the "group of students who have not undergone any tutoring program" will have no bearing on the conclusion that Tutoring program will do more harm than good.
At its core, this argument is about CAUSATION:
Does the tutoring program CAUSE students to do better?
Note the following:
Causation can NEVER be proved beyond all doubt.
A conclusion about causation can only be SUPPORTED.
Thus, the four incorrect answers here do not need to PROVE that the tutoring program causes students to do better.
Rather, these answer choices need only SUPPORT the conclusion that the tutoring program causes students to do better.
Since B states that students NOT in the tutoring program DO WORSE, the conclusion that the tutoring program causes students to DO BETTER is supported.

This line of reasoning is quite common in medical research.
Just as answer choice B discusses two different groups of students, so do many medical studies discuss two different groups of patients.
Typically, the efficacy of a new drug is tested by giving the drug to ONE GROUP of patients and a placebo to ANOTHER GROUP of patients.
If the patients not given the new drug DO WORSE, the study will conclude that the new drug CAUSES patients to DO BETTER.
Same reasoning as that used in answer choice B.
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