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If you want to get the greatest number of students to competently perform the same set of rote operations on equations as quickly as possible, you just don't teach math the same way you would if your goal was to enable the greatest number of students to discover a love of math
If you wanted to foster a love of reading, one thing you wouldn't do is assign discrete chunks of a book to be dissected ad nauseam, stretching a single text to 2+ months and providing low grade torture to anyone who reflexively "reads ahead" when they're enjoying themselves
If you wanted kids to love science, you wouldn't force cookie cutter experiments onto them for which the materials are already chosen and the expected results are implied with a heavy hand or, worse yet, explicitly described before anyone is permitted to touch a beaker
Even writing, a skill so inherently generative that it would seem a priori impossible to make rote, becomes an exercise in filling out the 5-paragraph formula, perhaps with "words of the week" to include and a list of style choices — presented as grammar absolutes — to avoid
And that’s exactly how I had my love of reading fiction beaten out of me in school. The one thing I learned was that against all expectations, it is possible to be both bored and afraid all at once.
Felt this one deep...
Only trouble I ever got into in school was a 5th grade reading assignment. We were to read 15 minutes per night and note the number of pages we read. But I was a reading machine, I’d go home and read for hours, so I refused on principle to fill out the form 
Not to mention reviewing those same texts year after year.
Mastery based instruction solves some of this. Students should be grouped by skills, not be age, which causes a lot of "mismatch" problems of some kids being bored and others getting lost. See this school for example: http://www.morningsideacademy.org/wp-content/uploads/2015/06/Johnson-Street-BAT-2012-FINAL.pdf …
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