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Add to this trend that, more and more, schools are finding it difficult to refuse credit to students who have learned, for example, French or statistics in an alternative way and can produce evidence of competence. At some point, college and especially high school educators have to ask themselves why students should be required to sit in their courses when the same information (and course credit) is available elsewhere for less hassle, with more immediate or more personal feedback, and with less drag and interference from unmotivated peers."