Abstract
Polarization of academic performance of students in the second year of junior high school has already become an outstanding issue facing our junior high education work at present. In regard to this, we surveyed 5,33 1 students from forty-six middle schools in Shandong province (among them were six key middle schools affiliated with the province, twenty-four key middle schools affiliated with prefectures and municipalities, and sixteen jointly operated junior middle schools). Listed in table 1 are general statistical data about these students.
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