Sandra, a school administrator, decides that students should be separated into "high-achieving" and "low-achieving" groups and that only teachers with "high-achieving" students should focus on promoting achievement motivation. Her rationale is that this type of instruction will only benefit the "high-achieving students." Is her prediction accurate?
A. Yes, low-achieving students are generally not capable of success and cannot be taught to seek excellence.
B. Yes, high-achieving students will be adversely affected by seeing low-achieving students not striving to be better.
C. No, achievement fluctuates greatly over time so someone that is high-achieving today could be low-achieving the following week.
D. No, achievement interacts with opportunities and it's inaccurate to assume that low-achieving students will perform this way in all settings.
Answer: D
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