Carolina

“I’d been looking around the world for clues as to what other countries were doing right, but the important distinctions were not about spending or local control or curriculum; none of that mattered very much. Policies mostly worked in the margins. The fundamental difference was a psychological one. The education superpowers believed in rigor. People in these countries agreed on the purpose of school: School existed to help students master complex academic material. Other things mattered, too, but nothing mattered as much.”
― Amanda Ripley, The Smartest Kids in the World: And How They Got That Way

“It was interesting to note that higher standards were seen not as an investment in students; they were seen, first and foremost, as a threat to teachers.”
― Amanda Ripley, The Smartest Kids in the World: And How They Got That Way

“Statistically speaking, tracking tended to diminish learning and boost inequality wherever it was tried. In general, the younger tracking happened, the worse the entire country did on PISA. There seemed to be some kind of ghetto effect: once kids were labeled and segregated into the lower track, their learning slowed down.”
― Amanda Ripley, The Smartest Kids in the World: And How They Got That Way

“Children allowed to take responsibility and given a serious part in the larger world are always superior to those merely permitted to play and be passive.”
― John Taylor Gatto, The Underground History of American Education: An Intimate Investigation Into the Prison of Modern Schooling