“It was difficult to sustain the illusion that education was of value for kids who would not live long enough to use it. They’d never take the standardized tests that they were prepping for. … Free from the constraints of racking up high test scores or getting into colleges, students could learn for learning’s sake—which was how it ought to be. The tick-tock curriculum had dissolved and been replaced by activities improvised from day to day by teachers and parents: hiking in the mountains, doing art projects about the Cloud Ark, talking with psychologists about death, reading favorite books. In one sense Amelia and her colleagues had never been more needed, never had such an opportunity to show their quality.”

“Teachers also say that teaching for learning how-to-learn-learn will consume a lot of time. It will be difficult to cover all the content specified by the curriculum if learning uses up too much time on hands-on activities. The less-is-more alternative has not been considered as a possible solution at all in educational reforms where only expanding will bring about progress and development is more. Now is an appropriate time for educators to come down to the heart of educational matters or the learning methods to achieve the less-is-more alternative in all educational reforms.”

“There isn't a right way to become educated; there are as many ways as fingerprints. We don't need state-certified teachers to make education happen – that probably guarantees it won't... We don't need a national curriculum or national testing either. Both initiatives arise from ignorance of how people learn or deliberate indifference to it.”

“The people who run the international tests told us, "the biggest predictor of student success is choice." Nations that "attach the money to the kids" and thereby allow parents to choose between different public and private schools have higher test scores. This should be no surprise; competition makes us better.”

“Educators everywhere must seek new ways to promote the idea that learning is something a student does with books and materials, and a teacher who cares; that learning can happen in college and outside; and that a student's intellectual growth depends far less on geography (which college) than on what advantage he takes of the opportunities which surround him wherever he is.”

“In-depth learning means learning as much about a topic as possible – learning for the sake of knowledge and understanding itself as opposed to learning for the sake of passing a test with high grades or trying to impress people.”

“Life is continuing education where you are tested every day and where final exams are actually never final; and what you’ve learned last year has been updated and requires relearning.”

“Every year right after the Christmas holidays, our IQ scores were posted on the bulletin board at the Academy. We, the juniors and seniors, had taken our tests several weeks ago, and for the last few days we were all nervous wrecks waiting to see our results. Of course, we were all told that what was really crucial for us to get into the college of our choice was the grade point average of our last two years of high school, plus our SAT scores. But we knew that our IQ score could also make a big difference because our IQ, we’d been told, was what gave us a true measure of our intelligence. So if we hadn’t worked real hard in school or hadn’t tested well in our college entrance exams, then our IQ could make all the difference.”

“In college the professor gives you an assignment, you study and are given a test to determine what you have learned. In life, you are first tested and then you learn.”

“When students' language, culture and experience are ignored or excluded in classroom interactions, students are immediately starting from a disadvantage. Everything they have learned about life and the world up to this point is being dismissed as irrelevant to school learning; there are few points of connection to curriculum materials or instruction and so students are expected to learn in an experiential vacuum. Students' silence and nonparticipation under these conditions have frequently been interpreted as lack of academic ability or effort, and teachers’ interactions with students have reflected a pattern of low expectations which become self-fulfilling.”