Question

read the excerpts from two speeches on the same topic. answer the question that follows.
excerpt 1
education should be completely free for all students. access to quality education is a right, not a privilege, and its essential to invest in the future of our youth. by removing financial barriers, we can ensure that every child, regardless of their socioeconomic background, has the opportunity to reach their full potential and contribute to a more equitable society. education is the cornerstone of progress, and making it universally accessible is our moral obligation.
excerpt 2
while we value education, we must also consider the financial logic of free education for all. its important to strike a balance between providing affordable education and maintaining the quality of our educational institutions, ensuring that our investment in the future remains economically possible for generations to come while safeguarding the interests of both students and taxpayers.
on the topic of education, which viewpoint aligns with excerpt 1, and which aligns with excerpt 2?
○ both excerpts support free education for all.
○ both excerpts believe free education may reduce the quality of schools.
○ excerpt 1 supports free education for all, and excerpt 2 believes free education may reduce the quality of schools.
○ excerpt 1 believes free education may reduce the quality of schools, and excerpt 2 supports free education for all.

Explanation:

• Excerpt 1 explicitly argues that education should be completely free for all, framing it as a moral obligation and a path to equity.
• Excerpt 2 does not support universal free education; instead, it emphasizes the need to balance affordability with maintaining educational quality and fiscal sustainability, implying concerns that full free education could threaten quality or economic feasibility.
• The third option correctly matches each excerpt's core viewpoint.

Answer:

Excerpt 1 supports free education for all, and Excerpt 2 believes free education may reduce the quality of schools.