Opinion | So They Can Do Better, Let High Schoolers Do Less

To earn the distinction of valedictorian at Sunny Hills High School in Fullerton, Calif., a student must maintain a straight-A average and take at least 32 honors-level, semester-long classes. One weak “Gatsby” essay during these four years, one math test taken after an ankle sprain, one poorly conjugated verb can put a leak in the boat. And yet this past May, 39 of the 606 graduating seniors maintained the buoyancy to become valedictorians.

This is hardly unusual. In 2022, Edison High in Fresno, Calif., had 115 valedictorians in the class of 558. In 2017, Central Magnet School in Murfreesboro, Tenn., had 48 out of 193. And in 2019, Washington Liberty High in Arlington, Va., had 213 earning the top honor in their class of 595.

In the way some teachers sniff out A.I.-generated essays, some colleges engage in “countermeasures” to decode the truth behind the ever-increasing numbers of ever-improving transcripts they read. But the bigger truth is that many colleges just throw up their hands and don’t factor in weighted G.P.A.s (scaled according to the difficulty of the class) at all. So the same students who are now sweating on the too-hot turf during early-season practices are going to sweat through lots and lots of classes whose contents they can’t possibly retain in order to simply tread water.

We have pushed high school students into maximizing every part of their days and nights. Those who take the bait are remarkably compliant, diluting themselves between their internships and Canva presentations. We condition students to do a so-so job and then move on to the next thing. We need to let them slow down. Critical cognition, by definition, takes time.

The underbelly of grade inflation is that now the ambitious student must clear more time in their schedule for the stuff that really makes a difference. Harvard’s dean of undergraduate education, Amanda Claybaugh, said: “Students feel the need to distinguish themselves outside the classroom because they are essentially indistinguishable inside the classroom. Extracurriculars, which should be stress-relieving, become stress-producing.”

“When we are overloaded with mental activity,” wrote Leidy Klotz, the author of “Subtract: The Untapped Science of Less,” “we are less likely to think about taking things off of our plates. So, this overload that students get into creates a feedback loop that is hard to get out of. The more overloaded they are, the more likely they are to rely on heuristic thinking, and that heuristic thinking is going to tell them to add things first.”