In addition to labeling kids who learn differently as problematic, sometimes defective, most schools classify, track, and categorize students from very early ages. As an abundance of research studies confirm, these classifications tend to become self-perpetuating and self-confirming. My interviewees illuminate the ways in which grades, tests, and opportunities to learn are often arbitrary or related to class, race, and gender. In the supposed meritocracy of schooling, these markers and estimations have profound impact, not just structuring how we fit into the learning hierarchy of an individual classroom, but who we are who whom we believe we will become.

The middle class and upper middle class are highly attached to the institution of school explicitly as a sorting mechanism, as a way of justifying privileges of which middle-class members are already central beneficiaries. These critics suggest that the entire notion of schools as meritocracies actually reifies and reinforces class privilege--making those whom school rewards (those who already have a lot of benefits) feel they deserve the privileges they have.

thinking about tracking. . . . Sometime in grade school, already your fate was settled, your socialclass was established for the rest of your life.

I routinely inform people when I meet them that I am like a real life version of Dory the fish, as I am very forgetful and have problems tracking conversations.

Progress across the time axis is passive. Progress up the results axis is passion.

I followed your footsteps," he said, in answer to the unspoken question. "Snow makes it easy." I had been tracked, like a bear. "Sorry to make you go to all that trouble," I said. "I didn't have to go that far, really. You're about three streets over. You just kept going in loops." A really inept bear.