Source: I did prépa.
I did nothing in high school and then by 19 for fun on Saturdays I was checking out 5 non-fiction books from the library and spending all Saturday reading.
There was no inspiring teacher or anything like that for me that caused this. At 16 I only cared about girls and maneuvering within the high school social order.
The only thing I can think of that would have changed things for me is if the math club were the cool kids and the football team were the outcasts.
At 16 anything intellectual seemed too remote to bother. That is why I would suspect the real variable is ultimately how much the parents care about grades. Mine did not care at all so there was no way my 16 year old self was going to become intrinsically motivated to grow intellectually.
All AI would have done for me in high school would have been swapping a language model for copying my friend's homework.
For background I grew up in the US, my wife grew up in China. And how she grew up (in a high tier Shanghai Highschool) she says that is kind of how it was. Top social order was basically Rich and politically connected (not different from anywhere I guess) but also really good students. Where the best students are looked up to. But also just everyone asks you how you do all in school all of the time. There are students who focus more on sports and go to sports schools, but unless they end up going to the Olympics or something, its really looked down upon compared to those who specialize in STEM or more difficult subjects.
In my high school, honors/AP students weren't outcasts, we were kind of just a separate set mostly our own clique with some being popular and some not independently of being AP students. Like I happened to be Football Team Captain and in AP classes, 3 other Captains weren't in AP. Academic success was just a non factor.
Talking to students in order to gauge their understanding is not as easy or reliable as some people make it out to be.
There are many students who are basically just useless when required to answer on the spot, some of whom likely to score top-of-the-class given an assignment and time to work on it alone (in a proctored setting).
And then there are students whom are very likable and swift to pick up on subtle signals the examiners might be giving of, and constantly adjusting course accordingly.
Grading objectively is extremely hard when doing oral exams. Especially when when you're doing them back-to-back for an entire workday, which is quite likely to happen if most examination is to be done in this way.
On the other hand, I had a neighbour ask me if he can make his 1 month apprenticeship when he finished his 3rd year of CS High School (eg ~18 years old, 3 of 4 years of 'CS trade school') 6 months ago or so. I was totally gobsmacked by his lack of basic understanding of how computers work, I am confident that he did not confidentially know the difference between a file and a folder. But he was very confident in the AI slop he produced. I had a grand plan of giving him tasks that would show him the pitfalls of AI -> no need for that, he blindly copied whatever AI gave him (he did not figure out Claude Code exsists), even when the results were very visibly bad - even from afar. I tried explaining stuff to him to no avail. I know this is a sample size of 1, but damn, I did not expect it to be that bad.
I think that AI has the possibility of weakening some aspects of education but I agree with Karpathy here. In class work, in person defenses of work, verbal tests. These were corner stones of education for thousands of years and have been cut out over the last 50 years or so outside of a few niche cases (Thesis defense) and it might be a good thing that these come back.