“Never compare one student's test score to another's. Always measure a child's progress against her past performance. There will always be a better reader, mathematician, or baseball player. Our goal is to help each student become as special as she can be as an individual--not to be more special than the kid sitting next to her.”

“Being a student meant always looking up to someone wiser and always measuring yourself against that wisdom and knowledge.”

“A book isn't a single, static thing with one unarguable meaning. Each reader who comes to it brings his own special knowledge, habits and attitudes. Each reader reads a different book. Each reader imagines a different story.A few years ago, for instance, a friend of my mother's sent me a copy of a test on Rite of Passage that she had given her students. The first question read: "True or False? The theme of Rite of Passage is..." I can't tell you what the presumed themed was, but I can tell you that I didn't recognize it. Beads of sweat leaped out of my forehead. After two more questions, I had to put the test aside. I didn't know the "right" answers.”

“One problem with test-based accountability, as currently defined and used, is that it removes all responsibility from students and their families for the students' academic performance. NCLB neglected to acknowledge that students share in the responsibility for their academic performance and that they are merely passive recipients of their teachers' influence.”

“Try not to compare your children, even if you think you are skillful at it. You may say most positively that "Susan is pretty and Sandra is bright," but all Susan will remember is that she isn't bright and Sandra that she isn't pretty. Praise each child individually for what that child is and help him or her escape our culture's obsession with comparing, competing, and never feeling we are "enough.”

“Why did colleges make their students take examinations, and why did they give grade? What did a grade really mean? When a student "studied" did he do anything more than read and think-- or was there something special which no one in Walden Two would know about? Why did the professors lecture to the students? Were the students never expected to do anything except answer questions? Was it true that students were made to read books they were not interested in?”