What you are proposing is to create an educational system where both an IMO medalist and the special ed student both receive an A in math? If they have both ma

What you are proposing is to create an educational system where both an IMO medalist and the special ed student both receive an A in math? If they have both mastered the material set out in the national curriculum and achieve the set number of right answers on the final exam, why shouldn't they both receive an A in math? I majored in math at university and we had lots of students who had gotten an 'A' in mathematics, which included everything from a kid who represented his country at the IMO finals to lazy kids who had barely scraped over line. So even today their range of talent was massive and that 'A' grade in itself offered very little indication how well they would actually go on to do. A High school grade in itself cannot be granular enough to identify those "1-in-million people", so it's pointless to even try to use it for that. It should be an indicator of how much of the curriculum you have mastered. If you want to further identify extraordinary talented and passionate future mathematicians (or historians or doctors) within that cohort, then you're going to need different tools.