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One of middle-school teacher Debbie Vasquez’s  passions have long been to expose underprivileged students to robotics, biochemistry and biophysics, genetics, and marine aquatic biology, topics that schools like Debbie’s, in Washington D.C.’s South East neighborhood rarely teach.  Many of Debbie’s colleagues, who envy her energy and commitment, wish that they possessed as much enthusiasm for teaching  as her. Counting on the support of every faculty member, then,  Debbie’s plans for awakening kids’ interest in science consumes every day.
She aims to make science not just another subject that kids take in school but something that gets them out of bed in the morning and may someday lead to a career. “I never had the opportunity at that age,” Debbie recalls. “The schools I went to weren’t that great. Furthermore, in middle school I never did a single lab, ever. I never once met a scientist or an engineer until college.”
Thanks to Debbie, her kids won’t suffer the same fate. “Not as long as I’m their teacher,” she vows. Now in her fourth year, Debbie teaches STEM-related topics—Science, Technology, Engineering and  Math. They hold the promise of a wide range of enticing careers in the decades ahead. As they look to the future, U.S. businesses frequently voice concerns over the supply and availability of STEM workers. There are now 26 million STEM-related jobs, and the number is rapidly growing. The U.S. Labor Department  anticipates a need for only 9.8 million non-STEM workers in 2018.
Recent and Projected Growth in STEM and Non-STEM Employment
Source: U.S. Bureau of Labor Statistics
 (#1) According to Debbie’s account of her employment, the idea of teaching middle school kids  simultaneously frightened her. (#2) She wondered what she could teach them that would make a difference in their lives. (#3) Shocked by her students’ attitudes and frustrated by their lack of skills, more often than not during her first months of teaching, she went home in tears.  (#4) Teachers who feel discouraged often seek help from colleagues or administrators, and as she brought STEM-related lessons to her  kids it raised the level of interest increased, not only because of numerous hands-on activities but because of who she herself was. (#5) “I represented new, tangible options,” she says. (#6) “I was a role model. (#7) I even looked like my students and had a similar background. (#8) Because of me, what hadn’t been on the kids’ radars before was now becoming accessible in a very real way.” (#9) She raised kids’ sights and made them realize that the growth of STEM jobs with higher salaries than they ever imagined was the means to one day lifting themselves out of the ranks of the impoverished and into the middle class and beyond. 
5. Which choice most effectively combines the sentences at the underlined text?
6. Which choice most accurately conveys data based on the graph?
7. Which choice serves most effectively as the main topic of this paragraph?
9. Which version of the underlined section of sentence #4 maintains the sentence pattern established by the paragraph?
11. For the sake of cohesion of this paragraph, sentence #7 should be
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