For reasons that will become clearer in the next chapter, many educators freely admit to overscheduling their students, to assigning too much work, and to not following reasonable homework guidelines. Others admit to “rewarding achievement over effort,” to “placing too much emphasis on grades,” to “over-focusing on the college admissions process,” to “not empathizing with our students,” to “adhering to old notions of academic rigor,” and, generally, to “expecting their students to think and act like adults long before they actually have those skillsets.”
Unfairness
