A somewhat lengthy quote, but it drives to the heart of the matter.
Institutions for the selection of the outstanding can hardly be devised. Institutional selection may work quite well for such purposes as Plato had in mind, namely for the arrestment of change. But it will never work well if we demand more than that, for it will always tend to eliminate initiative and originality. This is not a criticism of political institutionalism. It only re-affirms what has been said before, that we should always prepare for the worst leaders, although we should try, of course, to get the best.
But it is a criticism of the tendency to burden institutions, especially educational institutions, with the impossible task of selecting the best. This should never be made their task. This tendency transforms our educational system into a race-course, and turns the course of studies into a hurdle-race. Instead of encouraging the student to devote himself to his studies for the sake of studying, instead of encouraging in him a real love for his subject and for inquiry, the student is encouraged to study for the sake of his personal career: he is led to acquire only such knowledge as is serviceable in getting him over the hurdles which he must clear for the sake of advancement.
-Karl Popper, The Open Society and Its Enemeies Vol. 1
This follows similar lines with what I’ve said many times in the past (though not necessarily on this blog). The educational system in America, whether at the elementary or secondary level, revolves around the setting up and clearing of hoops. Grades are bureaucratic parodies, a reward for taking the classes where you don’t learn and a punishment for taking the classes where you do. We measure students for their ability to conform to an institutional and superficial structure. We don’t ask for questions that we might answer them, but provide only answers meant to be answered by rote. This is indoctrination, not education.
