Oklahoma has just enacted a law that requires students to be held back a year if they are not reading on grade level by the end of 3rd grade. The inspiration is sound: poor readers cannot keep up with their classmates as the curriculum becomes more sophisticated and relies more heavily on reading comprehension across subjects. But this particular approach doesn’t begin to tackle the larger problem of age‐​based grading itself. Kids are not all identical widgets who learn every subject at the same rate. Individual children even learn different subjects at different rates. So the idea that all children should be grouped by age and, by default, moved through every subject at the same pace is ludicrous on its face.


More than that, it is a retrogression from the pedagogy of the early 1800s. In an early 19th century one‐​room schoolhouse, children of different ages and aptitudes progressed through the material at their own paces. It wasn’t unusual for an 11 year old girl to be on McGuffey’s or Elson’s 4th Reader while her older brother was still on the 3rd. It wasn’t unusual, and it wasn’t a problem. Age‐​based grading is a problem. Fortunately, technology will dump it on the scrapheap of history within a generation, as services like Khan Academy and software like Dreambox allow children to progress at their own rate through the material.


We can’t get back to the future soon enough.