What is the purpose of school? Is it to foster an environment of learning in which students curiously pursue new skills and knowledge, an attitude they carry beyond the classroom? Or is it to jump through a series of hoops, check a series of boxes, and learn rote information for the reward of a letter on a piece of paper? This latter scenario might sound ridiculous, but it is the default system of American schools, all because of one thing: grades. There are many reasons grades get in the way of true learning. First, grades tend to diminish students' interest in whatever they are learning. A student may have a natural interest in and affinity for writing poetry, but as soon as her poems become tied to objective standards and assessment, her interest in the subject will go down. This is because intrinsic motivation (learning for the sake of learning) has been replaced by extrinsic motivation (learning for the sake of a grade). Now, this student associates writing poetry with something that is only done for the sake of a grade. Secondly, grades create a preference for the easiest possible task. This is not because they are lazy or unmotivated; they make a very rational choice. If, in the end, all that matters is the grade received, it makes sense to choose the path that leads to the highest grade with the least possible work. This means that students are de-incentivized to follow their natural curiosity or to take risks. This leads us to the third reason grades are problematic is that they tend to reduce the quality of students' thinking. Though we often think that rewards (i.e. good grades) will motivate students to try harder and increase their work quality, the reverse is true.

1. **Identifying the Two Models of Schooling** - The text contrasts two views of the purpose of school: - One view is that school should be an environment where students pursue learning out of genuine curiosity and passion—a process driven by intrinsic motivation (learning for the sake of learning). - The other view treats schooling as a set of tasks that must be completed—ticking boxes in order to receive a grade, which is an extrinsic reward (learning solely for the outcome). 2. **The Role of Grades in Shaping Behavior** - **Intrinsic vs. Extrinsic Motivation:** - When students engage with material because they are curious, they develop a love for the subject. However, once their work is reduced to meeting objective criteria for grades, their natural enthusiasm is often replaced by a focus on the reward. - Mathematically, you can think of a student's motivation \( M \) as the sum of intrinsic \( I \) and extrinsic \( E \) factors: \[ M = I + E \] When \( E \) (the influence of grades) becomes dominant, \( I \) (intrinsic interest) might be diminished. - **Incentivizing the Easiest Path:** - If the ultimate goal is a high grade, students might choose the easiest tasks, leading to minimal effort rather than challenging themselves to explore more difficult or creative ideas. 3. **Impact on the Quality of Learning** - The reliance on grades can reduce the quality of thought: - Instead of engaging deeply with material, students might do just enough to achieve a target grade, which can lower the overall standard of critical thinking and creativity. - This systemic focus on grades turns learning into a series of hoops to jump through, rather than a meaningful intellectual exploration. 4. **Conclusion: The True Purpose of School** - The underlying argument is that school should primarily be a place where students develop a genuine love for learning and a curiosity to explore ideas beyond the classroom. - When education is reduced to the pursuit of grades, students lose sight of this deeper purpose, and the process of learning becomes mechanistic and less fulfilling. Overall, the text suggests that educational systems need to foster and support intrinsic motivation, encouraging students to engage with knowledge for its own sake rather than as a means to attain a grade.