1. Kids probably know more today when they leave school, but they must. The bar has been raised significantly since say a century ago. What worked a century ago is insufficient now; there aren't any jobs for the illiterate anymore.
2. I think teachers used to optimize a different function than they do now. Currently, they try to minimize the number of fails; the curriculum is designed to allow say 90% to pass, so teachers direct their attention at the 20%-30% range of students. With fewer repercussions on the absolute number of fails, teachers used to sort-of optimize for maximal average improvement. That meant that they would help all kids, and take pride both in getting the less bright to pass exams, and in getting bright kids to rise above themselves.
#2 is pure opinion, but I do not think it is completely besides the truth.
1. Kids probably know more today when they leave school, but they must. The bar has been raised significantly since say a century ago. What worked a century ago is insufficient now; there aren't any jobs for the illiterate anymore.
2. I think teachers used to optimize a different function than they do now. Currently, they try to minimize the number of fails; the curriculum is designed to allow say 90% to pass, so teachers direct their attention at the 20%-30% range of students. With fewer repercussions on the absolute number of fails, teachers used to sort-of optimize for maximal average improvement. That meant that they would help all kids, and take pride both in getting the less bright to pass exams, and in getting bright kids to rise above themselves.
#2 is pure opinion, but I do not think it is completely besides the truth.