Quotulatiousness

September 10, 2025

The hard limits of education

Filed under: Education — Tags: , , , — Nicholas @ 03:00

On his substack, Freddie deBoer argues that “education doesn’t work”, in that you can’t educate someone beyond their innate abilities no matter how much money you throw at the problem:

For some time now, I’ve been arguing for a perspective on the value of education that does not map cleanly onto any major contemporary ideological position, political party, or school of educational philosophy. My overall thoughts on education1 are as follows:

  1. In any given population, the ability to excel academically (whether or not you call it “intelligence”) is, like almost all other human abilities, plottable as a normal distribution: that is, a few people will be really bad at it, a few people will be really good, and the majority will be somewhere near the middle.
  2. Because some people are simply better at school than other people, any pedagogical strategy, practice, or method that improves the performance of the worst students will also improve the performance of the best students; this means that “closing the performance gap” between the worst and best students will only be possible if you use the best strategies for the worst students and the worst strategies for the best ones — and even then the most talented students will probably adapt pretty well, because that’s what being a talented student means. Another way to put it: if every student in America were equally well funded and every student equally well taught, point 1 above would still be true.
  3. Resistance to these two points is pervasive because we collectively participate in a “cult of smart” that overvalues academic performance vis-à-vis other human excellences. That is, because we value “intelligence” as a unique excellence, necessary to our approval, we cannot admit that some people simply aren’t smart. (By contrast, we have no trouble admitting that some people can’t run very fast or lift heavy weights, because those traits are not intrinsic to social approval.)

In so many human domains, we’re willing to accept that some people are naturally advantaged, bound by some inherent trait to be better than others, whether it’s physical attractiveness, the visual arts, musical performance, athletics, memory, sense of direction, language learning, charisma … We are, generally, perfectly willing to accept that different human beings have profoundly different strengths and abilities. But with education and intelligence, we’re unwilling to countenance the simple reality that some people are better equipped to succeed and some worse. It wasn’t always this way. For much of human history, that some people were simply smarter than others was accepted as a matter of course. In particular, and unfortunately, inherent group differences have historically been asserted in cognitive ability, and education was typically walled away from those who weren’t of the right class, gender, race, or station; this, obviously, was unjust and a terrible waste of human talent. In the last 50 years, however, a combination of forces2 has led us to overcorrect and embrace the opposite conclusion, that all individual people have equal ability to excel academically. This has led to all manner of ugly consequences, including blaming those who lack academic talent for their own immiseration and unfairly pinning educational failures on schools and teachers that they are not responsible for.

Our educational debates are largely useless because most people engaged in those debates assume out of hand that, absent unusual circumstances like severe neglect or abuse or the presence of developmental or cognitive disabilities, any student can be taught to any level of academic success, and any failure to induce academic success in students is the result of some sort of unfortunate error. Some tend to ascribe the failure to reach academic excellence as the result of exogenous social variables (like poverty and racial inequality) while others insist that students who have failed to learn to standard are evidence of failing schools and feckless, untalented teachers. My own perspective insists instead that as with any other kind of human ability, academic ability is unequally distributed across the population, with some destined to excel, some destined to struggle, and many destined to meet various levels of mediocrity. My belief is that this tendency is the result of some sort of intrinsic or inherent academic potential, that just as in natural talent for playing a musical instrument or playing a sport, there is such a thing as talent in school, and like all other talents, this one is not distributed equally to all people and is thus not fair.

I in particular hold these three beliefs with descending levels of confidence – the first is an empirical truth that is not debatable, the second is an obvious conclusion to draw that’s difficult to avoid given the first, the third is speculative but appears to be the most likely reason for the first two:

  1. At scale, the relative academic performance hierarchy is remarkably static, with very few students significantly moving to higher or lower positions of educational success over the course of academic life.
  2. The remarkably consistency in student performance over time, even in the face of immense investment and relentless pedagogical and policy efforts to alter student performance, strongly suggests some individual attribute that constitutes an inherent or innate academic potential, predilection, or tendency.
  3. The most direct and parsimonious explanation for this attribute is genes.

What I’m here to demonstrate today is the core empirical point that makes up the first belief: despite the widespread assumption that any student can be educated to any level of performance, in reality students demonstrate a certain level of overall academic ability and gravitate to that level of ability throughout their academic lives, with remarkable fidelity at the population level. Decades of grading data; standardized test scores; cross-sectional, longitudinal, observational, and experimental studies; along with many other types of ancillary and convergent evidence, ultimately tell the same story: education can raise the absolute performance of most students modestly, but it almost never meaningfully reshuffles the relative distribution of ability and achievement.3 We can reliably teach some (but never all) students certain knowledge, skills, competencies, and concepts that they did not possess before being taught, which we might call absolute or criterion-referenced learning. But all of these can also be assessed on a relative basis; whether students can read or do algebra or apply the scientific method are all questions that have polychotomous rather than binary answers. That is to say, students can be better or worse at the various cognitive and academic tasks learned in school, and we can assess these abilities and then assign them ranks in a relative distribution, which if our instruments are sound will almost always be normal or Gaussian – some kids will be excellent, some will be terrible, some will be in-between, and they number in each percentile will follow a predictable curve.

  1. Helpfully summarized by my friend Alan Jacobs here.
  2. On the well-meaning side, you have a cheery kind of simplistic egalitarianism, which is emotionally defensible but which ultimately hurts people who lack natural talent, as The Cult of Smart describes; on the less salutary side, the rise of educational blank slate thinking can be traced to the neoliberal turn in American economics, where the dismantling of the labor movement and the steady erosion of the social safety net left ordinary people with no path to basic economic security other than through the college-to-white-collar-work pipeline – which only works for everyone if everyone is equipped to handle that kind of school and work.
  3. Absolute performance = teaching students to do/understand something they couldn’t do/understand before. Taking a student who couldn’t do long division before and teaching them how to do long division is absolute learning; teaching a student the steps in the Krebs cycle such that they can describe them after not knowing anything about them previously is absolute learning; helping a toddler to memorize the alphabet is absolute learning. Tests that are concerned only with the demonstration of the ability to perform a given academic competency or skill (AKA criterion referenced tests) are fundamentally tests of absolute learning. Relative learning = helping any individual students or group of students improve relative to peers/the performance spectrum. One student outperforming other students on a test of long division is an expression of differences in relative learning; observed performance gaps like racial or gender gaps are reflections of relative learning; competitive admissions processes are evaluations of relative ability/learning. Aptitude and achievement tests (AKA norm referenced tests) are fundamentally tests of relative learning.

September 6, 2025

QotD: Leadership training for Persian nobles

Filed under: Education, History, Middle East, Quotations — Tags: , , , , , , — Nicholas @ 01:00

Anyway, young Cyrus […] and his classmates spend practically every waking moment being little Tai-Pans. They study in classrooms, receive military training,1 and shadow the magistrates in their official duties; but all of these official lessons are just the backdrop against which the real lessons are taking place. The boys have missions to accomplish, missions which they cannot possibly accomplish individually. So they have to learn to put together a team, to apportion responsibilities, and to judge merit in the aftermath. Anytime one of the boys commits an infraction,2 the adults ensure that he is judged by the others. All of this is carefully monitored, and boys who show partiality or favoritism, or who simply judge poorly, are savagely punished.3

The most common sort of mission is a hunt, the boys are constantly going on hunts, because: “it seems to them that hunting is the truest of the exercises that pertain to war”. This is obvious at the level of basic physical skills: while hunting they run, they ride, they follow tracks, they shoot, and they stab. But the military lessons imparted by hunting are not just physical, they’re also mental. They learn to “deceive wild boars with nets and trenches, and … deer with traps and snares”. To battle a lion, a bear, or a leopard on an equal footing would be suicide, and so by necessity the boys learn to surprise them, or exhaust them, or to terrify them with psychological warfare, doing everything in their power to find an unfair advantage or to create one from circumstances.4 As Cyrus’s father tells him years later: “We educated you to deceive and take advantage not among human beings but with wild animals, so that you not harm your friends in these matters either; yet, if ever a war should arise, so that you might not be unpracticed in them.”

There’s another reason that the boys constantly hunt wild animals, which is that it habituates them to hunger, sleep-deprivation, and extremes of heat and cold. When they depart on a hunt the boys are deliberately given too little food, and what they have is simple and bland (though that’s hardly an issue for those who “regularly use hunger as others use sauce”). Some of this is ascesis in the original Ancient Greek meaning of the word (ἄσκησις – “training”); by getting used to being tired and hungry and cold under controlled circumstances, they will be better at shrugging off these disadvantages when the stakes are higher.

But the real core of it lies in the phrase: “He did not think it was fitting for anyone to rule who was not better than his subjects.” Later, when they’ve reached manhood, the boys will oftentimes be called upon to share physical hardship with those they have been set over, and in that moment it is vital to this social order that they not be soft. “We must of necessity share with our slaves heat and cold, food and drink, and labor and sleep. In this sharing, however, we need first to try to appear better than they in regard to such.” Better in the sense of physically tougher, but also better in the sense of having achieved the absolute mastery of the will over any and all desires.5

Constant exposure to deprivation and hardship isn’t just supposed to improve their endurance, it’s also supposed to make them better at sneering at comforts.6 This is a society which believes that men are more easily destroyed by luxury than by hardship, and that it’s especially important that the leaders be seen to scorn luxury, for “whenever people see that he is moderate for whom it is especially possible to be insolent, then the weaker are more unwilling to do anything insolent in the open.”7 What I love about Xenophon is that unlike many Greek authors, who would deliver that line completely straight, he instead subverts (or at least balances) it with the observation that any kind of suffering is easier to bear when you’re in charge, and even easier when you’re bearing it in order to be seen to be bearing it.

John Psmith, “REVIEW: The Education of Cyrus, by Xenophon”, Mr. and Mrs. Psmith’s Bookshelf, 2024-01-08.

    1. If you’ve ever been a little boy, or the parent of a little boy, you know how true this is:

    “Now the mode of battle that has been shown to us is one that I see all human beings understand by nature, just as also the various other animals each know a certain mode of battle that they learn not from another but from nature. For example, the ox strikes with his horn, the horse with his hoof, the dog with his mouth, the boar with his tusk … Even when I was a boy, I used to seize a sword wherever I saw one, even though I did not learn how one must take hold of it from anywhere else, as I say, than from nature. I used to do this not because I was taught but even though I was opposed, just as there were also other things I was compelled to do by nature, though I was opposed by both my mother and father. And, yes, by Zeus, I used to strike with the sword everything I was able to without getting caught, for it was not only natural, like walking and running, but it also seemed to me to be pleasant in addition to being natural.”

    2. Not just explicit violations of the rules though: “they also judge cases of ingratitude, an accusation for which human beings hate each other very much but very rarely adjudicate; and they punish severely whomever they judge not to have repaid a favor he was able to repay”.

    3. “In one case, I was beaten because I did not judge correctly. The case was like this: A big boy with a little tunic took off the big tunic of a little boy, and he dressed him in his own tunic, while he himself put on that of the other. Now I, in judging it for them, recognized that it was better for both that each have the fitting tunic. Upon this the teacher beat me, saying that whenever I should be appointed judge of the fitting, I must do as I did; but when one must judge to whom the tunic belongs, then one must examine, he said, what is just possession.”

    4. Players of old-school tabletop role-playing games might be reminded of the distinction between “combat as sport” and “combat as war” or the parable of Tucker’s Kobolds.

    5. Years later one of Cyrus’s classmates gives a long speech about how falling in love is optional — a real man can make himself love any woman he chooses, and conversely can restrain himself from loving any woman, no matter how desirable. All poetic references to being made a prisoner by love, or forced by love to do certain things, are excuses made by weaklings who wish to give into their desires. This is a message right in line with the most inhuman aspects of Greek philosophy, and to his credit Xenophon immediately subverts it by having the guy who delivers it immediately fall madly in love with his beautiful female captive.

    6. One of the highest compliments ever paid to Cyrus is when an older mentor remarks of his posse that:

    “I saw them bearing labors and risks with enthusiasm, but now I see them bearing good things moderately. It seems to me, Cyrus, to be more difficult to find a man who bears good things nobly than one who bears evil things nobly, for the former infuse insolence in the many, but the latter infuse moderation in all.”

    7. Compare this to the American ruling class, which is also weirdly Spartan in its own way. The wealthiest Americans on average work a crazy number of hours, lead highly regimented lives, and avoid drugs. The difference is that whereas the Persian aristocracy does this as an example for the lower classes, the American aristocracy actively encourages the lower classes to consume themselves in cheap luxury and sensual dissipation.

September 1, 2025

QotD: The Ivy League

Filed under: Bureaucracy, Education, Government, Humour, Quotations, USA — Tags: , , , — Nicholas @ 01:00

I’ve been around Ivy Leaguers, y’all, and everything you think is true about them IS true, in spades. The Ivy League is “elite”, all right, but it’s surely not because of the education.

The Ivies are now what they’ve pretty much always been — the equivalent of those Higher Party Academies in Moscow. They’re finishing schools for the Apparat. Oh sure, you can probably find a graduate of Ohio State or some such place at Quantico or Foggy Bottom … but I promise you, he hears about it every single day of his life. If they don’t actually teach classes called “How to be a Toady in the DOJ” and “Catching a Senator’s Farts” at Dartmouth, they might as well.

Take your Basic College Girl, make her unisex, crank her up way past eleven on meth and steroids, and that’s the typical Ivy League grad. And they all go directly into Government. Just in case you still cherished some vague hope we could vote our way out of this, remember that guys like Robert McNamara and McGeorge Bundy were the absolute best the Ivy League has produced in the modern era. The Democratic People’s Republic of Vietnam says hi!

Severian, “First Mailbag of the New Year”, Founding Questions, 2022-01-07.

Update, 2 September: Welcome, Instapundit readers! Please do have a look around at some of my other posts you may find of interest. I send out a daily summary of posts here through my Substack – https://substack.com/@nicholasrusson that you can subscribe to if you’d like to be informed of new posts in the future.

August 15, 2025

Ted Gioia on Hunter S. Thompson

Filed under: Books, Education, History, Media, Politics, USA — Tags: , , , — Nicholas @ 03:00

I must admit that I got hooked on Hunter S. Thompson’s writing very early. I read Fear and Loathing in Las Vegas in my mid-teens and it blew my mind. I couldn’t actually believe everything he wrote, but I couldn’t completely discount it either. I certainly haven’t read everything he wrote … especially his later sports commentary, but I have read most of the best-known books. On his Substack, Ted Gioia is running a three-part series on the writer and his work:

That’s Hunter Thompson. There’s always someone in control behind the wheel — even when he seems most out of control.

This hidden discipline showed up in other ways. Years later, when he ran for sheriff in Aspen or showed up in Washington, D.C. to cover an election for Rolling Stone, savvy observers soon grasped that Thompson had better instincts and organizational skills than some of the most high-powered political operatives. People rallied around him — he was always the ringleader, even going back to his rowdy childhood. And hidden behind the stoned Gonzo exterior was an ambitious strategist who could play a long term game even as he wagered extravagantly on each spin of the roulette wheel that was his life.

“I don’t think you have any idea who Hunter S. Thompson is when he drops the role of court jester,” he wrote to Kraig Juenger, a 34-year-old married woman with whom he had an affair at age 18. “First, I do not live from orgy to orgy, as I might have made you believe. I drink much less than most people think, and I think much more than most people believe.”

That wasn’t just posturing. It had to be true, merely judging by how well-read and au courant Thompson became long before his rise to fame. “His bedroom was lined with books,” later recalled his friend Ralston Steenrod, who went on to major in English at Princeton. “Where I would go home and go to sleep, Hunter would go home and read.” Another friend who went to Yale admitted that Thompson “was probably better read than any of us”.

Did he really come home from drinking binges, and open up a book? It’s hard to believe, but somehow he gave himself a world class education even while living on the bleeding edge. And in later years, Thompson proved it. When it came to literary matters, he simply knew more than most of his editors, who could boast of illustrious degrees Thompson lacked. And when covering some new subject he didn’t know, he learned fast and without slowing down a beat.

But Thompson had another unusual source of inspiration he used in creating his unique prose style. It came from writing letters, which he did constantly and crazily — sending them to friends, lovers, famous people, and total strangers. Almost from the start, he knew this was the engine room for his career; that’s why he always kept copies, even in the early days when that required messy carbon paper in the typewriter. Here in the epistolary medium he found his true authorial voice, as well as his favorite and only subject: himself.

But putting so much sound and fury into his letters came at a cost. For years, Thompson submitted articles that got rejected by newspapers and magazines — and the unhinged, brutally honest cover letters that accompanied them didn’t help. He would insult the editor, and even himself, pointing out the flaws in his own writing and character as part of his pitch.

What was he thinking? You can’t get writing gigs, or any gigs, with that kind of attitude. Except if those cover letters are so brilliant that the editor can’t put them down. And over time, his articles started resembling those feverish cover letters — a process unique in the history of literature, as far as I can tell.

When Thompson finally got his breakout job as Latin American correspondent for the National Observer (a sister publication to the Wall Street Journal in those days), he would always submit articles to editor Clifford Ridley along with a profane and unexpurgated cover letter that was often more entertaining than the story. In an extraordinary move, the newspaper actually published extracts from these cover letters as a newspaper feature.

If you’re looking for a turning point, this is it. Thompson now had the recipe, and it involved three conceptual breakthroughs:

  1. The story behind the story is the real story.
  2. The writer is now the hero of each episode.
  3. All this gets written in the style of a personal communication to the reader of the real, dirty inside stuff — straight, with no holds barred.

Why can’t you write journalism like this? In fact, a whole generation learned to do just that, mostly by imitating Hunter S. Thompson …

August 11, 2025

Smug Canadian boomer autohagiography rightly antagonizes the under-35s

Filed under: Cancon, Economics, Education, Government, History, Media, Politics — Tags: , , , , , , , — Nicholas @ 05:00

Fortissax had an argument with one of his readers over a smug, self-congratulating meme about how wonderful Canada was in the 1990s and early 2000s:

What we lived through long before Trudeau was the Shattering, the breakdown of Canada’s social cohesion, driven by left-liberalism with communist characteristics applied to race, ethnicity, sex, and gender, and punitive almost exclusively toward visibly White men. My generation, those millennials born on the cusp of Gen Z, saw post-national Canada take shape not in the comfortable suburban rings of the GTA or the posh boroughs of Outremont and Westmount, but in self-segregated, ghettoised enclaves of immigrants whose parents never integrated and were never required to.

Memes like that are dishonest because they feed a false memory. The 2000s were not normal. Wages were stagnant, housing was already an asset bubble, and immigration was still flooding in under a policy that explicitly forbade assimilation. Brian Mulroney had enshrined multiculturalism into law in 1988. Quebec alone resisted, carving out the right to limit immigration under the 1992 Quebec–Canada Accord. After Chrétien, Stephen Harper brought in three million immigrants, primarily from China, India, and the Philippines in that order.

The Don Cherry conservatives of that era were Bush lite. They were rootless, cut off from their history, their identities manufactured from the top down since the days of Lester B. Pearson. They conserved nothing. For Canadian youth, it was the dawn of a civic religion of wokeness, totalitarian self-policing by striver peers, and the quiet coercion of every institution. My memories of that decade are of constant assault — mental, physical, spiritual — from leftists in power, from encroaching foreigners, and from the cowardice of conservatives.

Your 2000s might have been great. For us, they were communist struggle sessions. In 2009 we were pulled from class to watch the inauguration of Barack Obama, a foreign president, as a historic moment for civil rights. Our schools excluded us while granting space to every group under the sun: LGBT safe spaces and cultural clubs for Italians, Jamaicans, Jews, Indians, Indigenous, Balkaners, Greeks, Slavs, Portuguese, Quebecois, Iroquois, Pakistanis — every culture celebrated except our own. Anglo-Quebecers and Anglo-Canadians got nothing but an Irish club, closely monitored for “white supremacy” and “racism” by the HR grandmas of the gyno-gerontocracy of English Montreal. Students self-segregated, sitting at different cafeteria tables and smoking at different bus shelters. At Vanier, Dawson, and John Abbott College, these divisions were institutionalised. I remember walking into the atrium of Dawson, my first post-secondary experience, greeted by a wigger rolling a joint while a Jamaican beatboxed to Soulja Boy.

We became amateur anthropologists out of necessity, forced to navigate a nationwide cosmopolitan experiment from birth. We learned the distinctions between squabbling southeastern Europeans of the former Yugoslavia, and we did not care if Kosovo was Serbia or whether Romanians and Albanians were Slavic, they all acted the same way. We learned the divides within South Asia, the rivalries between Hindutva and Khalistani, the differences between a Punjabi, a Gujarati, a Telugu, a Pakistani, a Hong Konger, a mainlander, and a Taiwanese. We know the shades of Caribbean identity, the factions of the Middle East, and the intricacies of North African identity. We should never have needed to know these things, but we do.

For us, childhood in this cesspit was the seedbed of radicalism. We never knew an era when contact with foreigners was limited to sampling food at Loblaws. All we know is being surrounded by those who hate us, governed by a state that wants to erase us, with no healthcare, no homes, no jobs that are not contested by foreigners, and no money to start families.

July 26, 2025

The desperate narcissism of the “Cool Professor”

Filed under: Education — Tags: , , — Nicholas @ 05:00

Freddie deBoer on the pathetic academic specimen sometimes known as “Bob” or “Biff” or “Lizzie” — the dreaded self-imagined “cool professor”:

“heh, probably never expected to have a professor with full sleeve tattoos, huh? well, that’s not the last time your mind’s gonna be blown this semester …”
Image and caption from Freddie deBoer’s Substack

Let me tell you about the saddest figures in the American university. They wear black jeans and Chuck Taylors to class, except maybe on the first day, when they stroll in wearing semi-ironic suits designed to contrast with their ample tattoos. Their syllabuses are printed in Helvetica. They mention Chappell Roan in the first fifteen minutes of the first day of class. They tell their students, with a wink, that they don’t believe in grades — why, who are they to judge their students! They encourage everyone in class to call them by their first names, or perhaps a contrived nickname. They hope to blow everyone’s minds when they theatrically announce that in their classes, students pick the readings, because the students are the ones who really know what’s worthy of their time. They describe themselves as “friends” or “guides” or “partners”, not as teachers or professors. They disdainfully invoke the words “rigor” and “standards” only with ironic scare quotes and want you to know that they don’t believe in deadlines. They subtweet the provost on BlueSky. They are the Cool Professors. And they are frauds.

The Cool Professor fundamentally does not want to teach, as teaching requires the teacher to sometimes be the bad guy. The Cool Professor can’t stand to be the bad guy, chafes at the very idea. That’s the core of all of this. The posture, the cultivated aesthetic of rejection, the performance of cool — none of it’s about students, even though Cool Professors will not shut the fuck up about how they run a “student-centered classroom”. Their affect isn’t about pedagogy. It’s about insecurity and narcissism, their desperate need to be perceived as the rare exception, the rogue academic, the anti-institutional rebel. Cool Professors aren’t trying to liberate students. They’re trying to be loved, and in being loved by students stave off their horror about growing old. And if that means letting students drift intellectually, if that means mistaking chaos for creativity, if that means failing to ever give anyone a hard but necessary lesson, then so be it. Because the thing the Cool Professor wants to avoid at all costs is being perceived as an authority figure, and that is precisely what students most need them to be.

It’s a common misunderstanding, particularly among faculty who feel alienated from the bureaucracy of the university or who fancy themselves transgressive thinkers, that teaching should never be hierarchical. The idea is that it’s somehow oppressive to know more than your students or to presume to evaluate their performance; that knowing more than your students and evaluating their performance are publicly understood to be core parts of being a teacher typically goes ignored. Many who consider themselves modern or progressive in the academy insist that education should be horizontal, an equal exchange between learner and guide, that the classroom is a site of resistance or liberation. But these ideas, while maybe flattering to the professor’s ego and superficially appealing to a certain kind of idealist, are incoherent. They’re built on a fundamental category error: mistaking the classroom for a club meeting, or a dinner party, or a DSA breakout session. The classroom is none of those things. It’s a site of instruction, and in a site of instruction one party knows more than the other; one party evaluates the other; one party is, necessarily, in charge.

(And, for the record, the fundamental dictate of critical pedagogy is always and forever self-defeating: if you inspire your students to rebel against your authority in your own classroom, they’re still following your lead and thus not rebelling at all. The ubiquitous goal of prompting students to resist top-down education, whatever that means, is unachievable, because if you do prompt them to resist, they’re actually complying with your desires, not resisting them. It’s a good old fashioned paradox and not one you can bluff your way out of with abstruse academic vocabulary.)

The plain fact that a teacher must necessarily have some sort of control over the classroom space that the students do not makes people uncomfortable. Authority always does. But then, the job of a teacher is not to minimize discomfort; indeed, a good teacher will necessarily make their students uncomfortable, on occasion, as it’s often only in the space of genuine discomfort that we’re inspired to achieve our deepest growth. The professor’s job to be responsible for the intellectual development of students, which inevitably involves making judgments: what is true, what is false, what is well argued, what is sloppy, what is insightful, what is clichéd. If you aren’t willing to say those things, if you shrink from judgment, you’re abandoning the role you signed up for, you’re copping out. You’re indulging yourself, and your own flattering self-mythology, at the expense of the people you’re supposed to be teaching.

July 25, 2025

Autism, then and now

Filed under: Education, Health, Media — Tags: , , , , — Nicholas @ 04:00

At Psychobabble, Hannah Spier traces the rise of autism from its first formal definition to something that 1 in 36 kids is diagnosed with:

When Leo Kanner first defined autism in 1943, it was estimated that 4 to 5 children per 10,000 were affected. Today, the CDC puts that number at 1 in 36, almost one child in every classroom. If any other medical condition, blindness, epilepsy or paralysis showed a spike like this, it would trigger a pandemic-level outcry. But with autism, we see at best a curious murmuring as to what this is, and at worst, a growing chorus of people insisting, they too, belong in the group.

From experts, instead of raised alarms or calls for serious public health investigation (as would be expected for any other childhood disorder) we get calls for inclusivity and a self-congratulatory attitude toward their advancement in diagnostic understanding and tools. Another example of ideological capture of psychiatry by cultural sentiment.

Characters like Sheldon Cooper and Sherlock Holmes have helped turn the image of autism into a badge of honour. It means you’re socially odd, intellectually superior, and emotionally detached in an edgy and endearing way. For many, especially mothers with narcissistic tendencies hungry for a narrative of exceptionalism, this offered a seductive reframing of their child’s misbehaviour and non-conformity as evidence of giftedness. She could thus become the one who gave birth to the quirky but special genius. She alone saw the hidden brilliance beneath the “weird” behaviour. She became the martyr and the insider to an elite subculture. It’s Munchausen by proxy, 2025 edition.

People with narcissism and psychopathic traits exploit wherever they can, we know this. And yet again, psychiatry, the ones who should be the best at recognizing these, made it easy pickings by flinging the diagnostic gates wide open. Longtime readers will recognize the pattern: I’ve written before about the diagnostic creep in trauma, expanding definitions that blur the line between disorder and ordinary variation. The same diagnostic creep has unfolded here. Autism, once narrowly defined, was steadily loosened through each revision of the DSM.

The Great Diagnostic Expansion

Originally, Kanner’s autism was unmistakable: nonverbal children, socially disconnected, cognitively impaired, often with seizures. These were not quirky introverts. These were children who required full-time care and specialized schooling. In the DSM-III of the 1980s, it was called infantile autism. The criteria required clear onset before 30 months, marked language delays, gross deficits in social interaction, and repetitive behaviours. These were developmental dysfunctions, not misunderstood personalities. And neither clinicians nor parents had a problem naming them as such.

Then came the DSM-III-R in 1987, which introduced pervasive developmental disorder not otherwise specified (PDD-NOS) and broadened the field significantly. Suddenly, language delay and intellectual disability were no longer central. Subclinical cases were included. Asperger’s Syndrome followed in the DSM-IV in 1994, adding high-IQ individuals with no language delays but poor social functioning. A child who spoke on time but didn’t understand jokes, had poor eye contact, and rigid routines was now also autistic.

But the most dramatic change came with DSM-5 in 2013. The subtypes were eliminated. Autism became one spectrum. The criteria were thinned down to two domains: social communication difficulties and restrictive, repetitive behaviours. A person needed to meet just six out of twelve traits, spread across these two clusters. Language and cognitive delay? Optional. Even the requirement for early onset was removed. A diagnosis could now be given based on historical symptoms. Questionnaires like the Autism Spectrum Quotient (AQ) are so broad and subjective they can be easily gamed. This made it possible for 30-year-olds to recall feeling “socially overwhelmed” in school and not liking itchy clothing to receive the same diagnosis as a nonverbal child requiring lifelong care.

The diagnostic category has become a black hole, pulling in people with no clinical resemblance, collapsing distinction into sameness. From what I’ve observed, three distinct autism “patients” now account for much of the increased prevalence, none of whom would have qualified under the original criteria.

July 24, 2025

The vicious competition for Indian civil service jobs

Filed under: Bureaucracy, Economics, Education, Government, India — Tags: , , , , , — Nicholas @ 05:00

Once upon a time in most of the Anglosphere, the advantage of civil service jobs was that they were nearly impossible to get fired from and had a relatively good pension at the end of a long career. Private sector jobs were far less permanent, but paid more, had better benefits, and more prestige. Over the last fifty years, little of that is still true — civil servants still have fantastic job security, but they’re also better paid, have better benefits, and for many there are opportunities to retire and get re-hired back into a similar position with even higher pay while collecting a generous pension. The private sector no longer pays better nor offers significantly better benefits, so lots of people look to get into the civil service who once would have shunned positions like that.

It’s apparently much worse in India:

In India, government jobs pay far more than equivalent jobs in the private sector — so much so that the entire labor market and educational system have become grossly distorted by rent-seeking to obtain these jobs. Teachers in the public sector, for example, are paid at least five times more than in the private sector. It’s not just the salary. When accounting for lifetime tenure, generous perks, and potentially remunerative possibilities for corruption, a government job’s total value can be up to 10 times that of an equivalent private sector job. (See also here.)

As a result, it’s not uncommon for thousands of people to apply for every government job — a ratio far higher than in the private sector. In one famous example, 2.3 million people submitted applications for 368 “office boy” positions in Uttar Pradesh.

The consequences of this intense competition for government jobs are severe. First, as Karthik Muralildharan argues, the Indian government can’t afford to pay for all the workers it needs. India has all the laws of, say, the United States, but about one-fifth the number of government workers per capita, leading to low state capacity.

But there is a second problem which may be even more serious. Competition to obtain government jobs wastes tremendous amounts of resources and distorts the labor and educational market.

If jobs were allocated randomly, applications would be like lottery tickets, with few social costs. Government jobs, however, are often allocated by exam performance. Thus, obtaining a government job requires an “investment” in exam preparation. Many young people spend years out of the workforce studying for exams that, for nearly all of them, will yield nothing. In Tamil Nadu alone, between one to two million people apply annually for government jobs, but far fewer than 1% are hired. Despite the long odds, the rewards are so large that applicants leave the workforce to compete. Kunal Mangal estimates that around 80% of the unemployed in Tamil Nadu are studying for government exams.

Classical rent-seeking logic predicts full dissipation: if a prize is worth a certain amount, rational individuals will collectively spend resources up to that amount attempting to win it. When the prize is a government job, the “spending” is not cash, but years of a young person’s productive life. Mangal calculates that the total opportunity cost (time out of the workforce) that job applicants “spend” in Tamil Nadu is worth more than the combined lifetime salaries of the available jobs (recall that jobs are worth more than salaries, so this is consistent with theory). Simply put, for every ₹100 the government spends on salaries, Indian society burns ₹168 in a collective effort of rent-seeking just to decide who gets them.

The winners are happy but the loss to Indian society — of unemployed young, educated workers who do nothing but study for government exams — is in the billions. Indeed, India spends about 3.86% of GDP on state salaries (27% of state revenues times 14.3% of GDP). If we take Mangal’s numbers from Tamil Nadu, a conservative (multiplier of 1 instead of 1.68) back-of-the-envelope estimate suggests that India could be wasting on the order of 1.4% of GDP annually on rent-seeking. (Multiply 3.86% of GDP by 15 (30 years at 5% discount) to get lifetime value, and take 0.025 as annual worker turnover.) Take this with a grain of salt, but regardless, the number is large.

July 22, 2025

Bitter reality is coming for the laptop class

Filed under: Bureaucracy, Education, Government, Media, Politics — Tags: , , , , , , , — Nicholas @ 05:00

Spaceman Spiff foretells the end of the managed paradise of the “unsophisticated sophisticates” of the privileged laptop class who have been able to keep their dream alive at the expense of everyone outside their rarefied and protected bubbles:

There seems to be a section of society populated with gullible conformists who believe many of the manufactured narratives designed to manage society.

Most are the credentialed products of universities. The laptop class of professionals who operate the corporations, institutions and key organizations.

Their worldview is comprised of stories which are downloaded and stored as mental models. Adhering to these narratives can then devolve into belief systems that are placed beyond criticism. This in turn can easily degenerate into a kind of fanaticism.

Ideas like mass migration and the destruction of reliable energy sources are crazy and yet they are primarily in existence thanks to the efforts of this layer of society, the professionals who implement policies desired by the ruling class.

While some among them are cynically exploiting today’s fads for their own ends, many seem to be true believers.

How can they believe these things so completely? What is going on?

Rebels searching for causes

Most of today’s great crusades seem to have the same characteristics. They are easily downloaded and consumed, they are socially rewarded within some circles, and they are not immediately obvious as issues at all.

The most popular are pre-prepared to an almost comical degree and thoroughly focus-grouped to ensure minimal friction among their consumers.

Many even come with slogans attached. Diversity is our strength is every bit as artificial as two weeks to flatten the curve, but it goes down easily with no thought required, which is the point.

The ideas that stick are the ones most useful to demonstrate virtue. Showing off to your peers you are non-sexist, non-racist and non-homophobic helps secure your place in many professional hierarchies where visible in-group membership matters.

The most prized causes appear to be non-obvious where the conclusions are not reachable with the evidence available.

This confusing aspect makes many question some new idea or policy, but in the laptop class often triggers a sense of smugness that they see beyond the obvious to the obscure thanks to their impressive intellects. Criticism can then be dismissed as simplistic providing a rewarding sense of superiority.

Much of the above is evident in the belief systems of today’s professional classes.

[…]

What to make of all this?

Does any of this matter? Yes it does. It is this section of society that ultimately puts in place the ruinous ideas of the ruling class.

They are in the corporate offices, the local councils and the schools. They are running the television stations and the publishing houses. They are captured by groupthink. Everyone they know thinks as they do. All criticism is easily dismissed.

Very little can penetrate this bubble. Except one thing.

Over time reality intrudes. Models should be updated to accommodate new findings and observations, but that is challenging when they have been uncritically downloaded to satisfy psychological needs.

Contrary evidence threatens one’s sense of self so scrutiny is avoided. When these avoidances ultimately fail some dig even deeper. Magical thinking seems to be everywhere.

The ultimate effect is either a reassessment of one’s worldview, or a psychotic break from reality. We see examples of the latter; Trump Derangement Syndrome is one well known borderline psychosis but there are others.

QotD: Social assistance as a Western cargo cult

Filed under: Education, Government, Quotations, USA — Tags: , — Nicholas @ 01:00

Part of the problem with social policy here in America is that it is conducted like a South Pacific Cargo Cult. We looked around and saw that the majority of successful people owned their own homes and had college degrees, so we figured that if we grabbed any old slacker and subsidized them a home and a college degree, then they, too, would become successful. It’s got cause and effect completely out of whack.

Tamara Keel, “From a conversation elsewhere…”, View From The Porch, 2020-06-10.

July 21, 2025

“Normal”? Dude, that’s extremist right-wing hate speech!

Filed under: Education, Health, Media — Tags: , , , , , , — Nicholas @ 05:00

The Bone Writer on the huge increase in young people “identifying” as something other than what unreconstructed cavemen used to call “normal”:

Walk through any high school, scroll through TikTok, or attend a freshman orientation, and you’ll see the new hierarchy of modern identity:

  • Straight white male? Bottom rung.
  • Bisexual nonbinary neurodivergent? Stunning and brave.
  • Confused, anxious, fluid? You’re seen. You’re valid.
  • Rooted, stable, and clear? YOU must be dangerous.

It’s not just a cultural shift anymore. It’s a cultural mutation. A slow but total dislocation from reality.

We are no longer celebrating the diversity of life. We are celebrating the diversity of escape routes from it.

Identity as a Compass? No … It’s Identity as Camouflage

There was a time when “identity” meant something integrated, a clear expression of who you are, shaped by your values, your upbringing, your nature.

Now, identity is:

  • A product
  • A protest
  • A mask

It’s often less about expressing truth and more about shielding from judgment.

And nowhere is that clearer than in the explosion of LGBT+ self-identification, especially among the young.

The Numbers Don’t Lie but No One Wants to Look at Them

In 2012, Gallup found ~3.5% of Americans identified as LGBT.

By 2021? Over 20% of Gen Z now identify somewhere on the spectrum.

Among Gen Z women, bisexual identity has grown by over 400%.

Do you really believe this is all “just visibility”? Do you really think the human genome changed this much in 10 years?

Of course not.

What changed was the culture. And culture now rewards deviation and punishes normativity.

Reported by Axios in 2021

QotD: The parasitic classes

Filed under: Bureaucracy, Economics, Education, Government, Quotations — Tags: , , , , — Nicholas @ 01:00

A parallel case may be found in the “civil” services, regulating authorities, non-profits, &c. Jobs in these areas, which command high salaries and pensions, and present delicious opportunities for graft, are outwardly the opposite of productive. They parasitically consume, on a colossal scale, the resources of the productive.

Look into almost any kind of “charitable” activity, such as social work, and one will find that only a tiny proportion of the cash “trickles down” to the characteristically desperate “clients”. And when it does, they use it to buy not only drugs and licker, but truly useless things, such as lottery tickets.

“Education” systems, in the modern West, exist chiefly to enrich semi-literate, unionized schoolteachers. In many parts of Ontario, for instance, a teacher will make at least double what the average parents make, and therefore feel justified in sneering. The teachers naturally consider that the little ones belong to them, for they are the necessary source of their income. What rights should parents have to interfere in their upbringing?

My best argument for the parasite class (always granting that some may be sincere), is that they protect society from gathering excessive wealth, or living lives of too much ease. Without them, we might easily suffer from the vices associated with too much freedom.

How I preferred the deadbeat, layabout, very English London of the Labour Party, when I lived there in the ‘seventies — to the cosmopolitan, rich, over-swept London of the Thatcher years. There are some advantages to socialism.

And there are other arguments, too, for putting depraved Leftists in power, though on examination they reveal special pleading. For instance, teachers may claim to offer child-minding services, so that mothers, especially, can go to work. But it is because heavy taxation requires the dual income, or women to do horrible and demeaning paid work when their husbands run away, that these services were ever made necessary.

The government does, arguably, “create” employment. Among the most farcical examples are the tax lawyers and consultants. Taxpayers need these to navigate incredibly elaborate tax codes, for their own protection. Only a professional can find the loopholes. Whereas, a comprehensible, flat tax system would put all these “experts” out of business. It would shrink revenue departments spectacularly, and by extension, threaten to shrink taxes. To a professional politician, this would never do. It would shrink his power.

David Warren, “Answering to a ‘need'”, Essays in Idleness, 2020-06-18.

July 20, 2025

QotD: Above all else, helicopter parents hate … helicopter parenting

Filed under: Education, Quotations, USA — Tags: , , , — Nicholas @ 01:00

It’s a very weird, but oft-observed, phenomenon that the biggest opponents of “helicopter parenting” are … helicopter parents. You can go into a Starbucks and announce to the gaggle of Karens: “Kids these days are so soft; their parents never let them get hurt or make any mistakes, and so they never learn anything!” all you’ll get complete, enthusiastic agreement. Meanwhile, they’ve got their Jayden and Kayden and Brayden and Khaleesi coated in bubble wrap, wearing three masks and taking hand-sanitizer baths every half hour.

If the kid gets anything less than an A-triple-plus in Zoom School, Karen is immediately on the horn to the teacher … and since all schools these days, even the rare physical ones, are all wired up with “classroom management software”, they can bombard their kids’ teachers with emails and text messages 24 hours a day, 7 days a week.

Helmets, knee pads … kids these days wear more safety gear than a mountain climber just to ride their bikes, and I wouldn’t be at all surprised to see them kitted out like hockey goalies if recess ever becomes a thing again. Can the day be far off when every kid is trailed by xzheyr own personal injury lawyer, and parents are forced to sign waivers to let their kids use the bathroom?

Everyone knows how bad this is for childhood development, but if I told some kid with a scraped knee to rub some dirt on it, you’ll be fine, I’d probably get hauled up on child endangerment charges.

How can kids advance past age twelve, mentally and emotionally, if they’re never allowed to get hurt? To fail? To suffer the consequences of their own bad decisions?

I’m no developmental psychologist, but it seems obvious that such learning is time-limited. If you haven’t learned that X brings pain — and WHY — by the time you hit twelve years old, then on some fundamental level you’re never going to learn it.

Severian, “On Being Bad”, Founding Questions, 2021-12-12.

July 6, 2025

The purpose of primary and secondary schools in the west

Filed under: Education, USA — Tags: , , , — Nicholas @ 03:00

About a week ago, I linked to a parent’s review of “Alpha School” at Astral Codex Ten. Perhaps as an unintended counter-point, here’s another anonymous essay discussing existing public school systems in the West:

    Democracy is the worst form of Government except for all those other forms that have been tried from time to time. – Winston Churchill

    There exists in such a case a certain institution or law; let us say, for the sake of simplicity, a fence or gate erected across a road. The more modern type of reformer goes gaily up to it and says, “I don’t see the use of this; let us clear it away.” To which the more intelligent type of reformer will do well to answer: “If you don’t see the use of it, I certainly won’t let you clear it away. Go away and think. Then, when you can come back and tell me that you do see the use of it, I may allow you to destroy it. – G.K. Chesterton

What Do Schools Do?

Imagine for a moment that you visit 100 random classrooms in 100 random schools across the country. You’ll be impressed by some teachers; you won’t think much of others. You will see a handful of substitute teachers struggling to manage their classrooms. You’ll see some schools where the energy is positive and students seem excited to learn, and others where it feels like pulling teeth. Two commonalities you might notice are that first, in the vast majority of classrooms, the students are grouped by age and taught the same content. And second, you might notice that the learning isn’t particularly efficient. Many students already know what is being taught. Others are struggling and would benefit from a much slower pace. You will see plenty of sitting around waiting for the next thing to happen, or activities that seem designed to take up time and not to maximize learning.

What do schools do? Your first thought might be that schools exist to maximize learning. Observing 100 random classrooms may disabuse you of that notion. It sure doesn’t seem like school is doing a good job of maximizing learning. So what are schools doing?

Context

This essay is a review of school as an institution. It is an attempt to write something that is true and insightful about how school is designed and why the structure of school has proven so durable. In particular, I’m trying to describe why those two commonalities – age-graded classrooms and inefficient learning – are so widespread. I’m not trying to provide solutions. Everyone seems to have a pet idea for how schools could be better. I do think that most people who think they have the prescription for schools’ problems don’t understand those problems as well as they should. For context, I am a teacher. I have taught in public, private, and charter schools for 13 years. I have also had the chance to visit and observe at a few dozen schools of all types. I’m writing based on my experience teaching and observing, and also drawing on some education history and research. My experience and knowledge are mostly limited to the United States, so that’s what I’ll focus on and where I think my argument generalizes. I’ll leave it as an exercise to the reader to think about how these ideas apply to other countries.

Thesis

Here’s the thesis, the point of this essay. School isn’t designed to maximize learning. School is designed to maximize motivation.

This might seem like a silly thing to say. During those 100 classroom visits you might have seen a lot of classrooms with a lot of students who don’t look very motivated. The core design of our schools – age-graded classrooms where all students are expected to learn more or less the same curriculum – are the worst form of motivation we could invent … except for all the others. While school is not particularly effective at motivating students, every other approach we’ve tried manages to be worse. School is a giant bundle of compromises, and many things that you might intuitively think would work better simply don’t.

The important thing to remember is that, when I talk about school, I’m talking about tens of millions of students and a few million teachers in the US. You might say to yourself, “I wasn’t very motivated in school”. Sure, I believe you. The goal isn’t to motivate you, it’s to motivate as many students as possible, and to do it at scale. If you have a boutique solution that works for your kid in your living room, that’s nice, but that isn’t likely to scale to the size at which we ask our education system to operate.

Motivation for What?

So school is designed to motivate kids. But motivate them to do what? Do kids learn anything in school?

There are plenty of depressing statistics out there about what people don’t learn in school, but they do learn things. You can look at longitudinal studies where on average students make academic progress. For a broader sample size, the NWEA assessment is given at thousands of schools across the country each year. You can see from the average scores they publish that the average student does improve at math and reading – especially through the end of middle school. We also had a natural experiment a few years ago. The pandemic closed schools across the country, shifting to online or part-time learning for anywhere from three months to a year and a half. The result is now well-known as “learning loss”. The nationally-sampled NAEP assessment is the most objective measure, though learning loss shows up across various assessments. There’s some variability between states, subjects, and ages. For one example, 8th grade math scores declined by about 0.2 standard deviations. This is a relatively small but significant decline. It’s a good example of the broader principle: students learn less in school than we would like, but students do learn things.

It’s useful to pick a few specific examples. Do you know the meaning of the word “relevant?” Do you know what photosynthesis is? Where do you think you learned those facts? I’m sure some readers learned them by being avid readers and curious humans, outside of the school curriculum. But many kids learn stuff like that in school. If you’re skeptical, stop by a middle school classroom when they’re learning photosynthesis, or when they’re working on identifying relevant evidence in their writing. You’ll see plenty of kids who already know both, but plenty more who know neither. A lot of learning is this kind of gradual, incidental knowledge that we often take for granted.

So students can read and do arithmetic and maybe they learn about photosynthesis, but isn’t that all learned in elementary school? A number of studies suggest that additional years of education lead to IQ gains of 1-5 IQ points per year of schooling. These studies often use a change in compulsory education laws or age discontinuities as quasi-experiments. In particular, changes in compulsory education laws are typically at upper middle school or high school levels. Those are the places where we might be most skeptical of the value of education. Sure, schools teach kids how to read, but once students know how to read do schools really add any value? Kids don’t remember how to factor quadratics, yet they gain IQ points from the time they spent in school not learning how to factor quadratics, at least on average.

That gain in IQ points is worth lingering on. This might seem hard to believe for people who are skeptical of the value of school. And to be clear, the fact that school raises IQ doesn’t mean that school is designed optimally. Maybe there’s a better way to design school that would raise IQ even more? But I think that, if we all imagine a world where we give up on education and the average person had a significantly lower IQ, is that a world you want to live in? We don’t have good experiments on IQ, but higher IQs are correlated with all sorts of things that we might want – lower probability of committing crime, higher career earnings, and better physical and mental health. It’s tough to pin down exactly what students learn in school that sticks, particularly for the higher grades. During those visits to 100 classrooms you would’ve seen a lot of classrooms where not much learning was happening. Yet despite all those bad optics, school still raises IQ. Before we tear down the fence, we should think carefully about the purpose this particular fence serves.

I don’t want to overstate the case here. We should be skeptical of school learning. Kids don’t learn as much as we might hope. They forget all sorts of stuff you would think they’d remember if school was operating well. But at a basic level, most students learn to read and do arithmetic, some learn much more than that, and on average school seems to add to IQ. Revisiting Chesterton’s fence, those are the benefits of school we need to understand before we tear anything apart.

June 29, 2025

A parent reviews “Alpha School”

Filed under: Education, Technology, USA — Tags: , , — Nicholas @ 03:00

At Astral Codex Ten, an anonymous reviewer offers his views on a new “AI-powered” school that claims radically better results for children than traditional schooling methods:

Unbound Academy website screencap

In January 2025, the charter school application of “Unbound Academy“, a subsidiary of “2 Hour Learning, Inc“, lit up the education press: two hours of “AI-powered” academics, 2.6x learning velocity, and zero teachers. Sympathetic reporters repeated the slogans; union leaders reached for pitchforks; Reddit muttered “another rich-kid scam“. More sophisticated critics dismissed the pitch as “selective data from expensive private schools”.

But there is nowhere on the internet that provides a detailed, non-partisan, description of what the “2 hour learning” program actually is, let alone an objective third party analysis to back up its claims.

[…]

Unfortunately, the public evidence base on whether this is “real” is thin in both directions. Alpha’s own material is glossy and elliptical; mainstream coverage either repeats Alpha’s talking points, or attacks the premise that kids should even be allowed to learn faster than their peers. Until Raj Chetty installs himself in the hallway with a clipboard counting MAP percentiles it is hard to get real information on what exactly Alpha is doing, whether it is actually working beyond selection effects, and if there is anyway it could scale in a way that all the other education initiatives seemed to fail to do.

I first heard about Alpha in May 2024, and in the absence of randomized-controlled clarity, I did what any moderately obsessive parent with three elementary-aged kids and an itch for data would do: I moved the family across the country to Austin for a year and ran the experiment myself (unfortunately, despite trying my best we never managed to have identical twins, so I stopped short of running a proper control group. My wife was less disappointed than I was).

Since last autumn I’ve collected the sort of on-the-ground detail that doesn’t surface in press releases, or is available anywhere online: long chats with founders, curriculum leads, “guides” (not teachers), Brazilian Zoom coaches, sceptical parents, ecstatic parents, and the kids who live inside the Alpha dashboard – including my own. I hope this seven-part review can help share what the program actually is and that this review is more open minded than the critics, but is something that would never get past an Alpha public relations gatekeeper:

  1. Starting Point: My Assumptions: how my views on elite private schools, tutoring and acceleration shaped the experiment (and this essay). WHAT is the existing education environment.
  2. A Short History of Alpha: from billionaire-funded microschool to charter aspirations. HOW Alpha came to be.
  3. How Alpha Works Part 1: Under the Hood: What does “2-hour learning” actually look like – what is the product and the science behind the product? HOW is Alpha getting kids to learn faster (Spoiler: “Two hour learning AI learning” closer to three hours, with a 5:1 teacher:student ratio and zero “generative AI”).
  4. How Alpha Works Part 2: Incentives & Motivation: The secret sauce that doesn’t get mentioned in the PR copy, but I have discovered is at least as important as the fancy technology. The “other HOW” that no one is talking about.
  5. How Alpha is Measured: Effectiveness: The science says it should work, but how do you measure if it is working? How is the vaunted “2.6x” number calculated? WHAT data is Alpha using to make its claims and what does that data actually say?
  6. Why this time might be different: Most promising educational initiatives fail to have impact when expanded beyond their initial studies. Bryan Caplan might argue this is because most education education is just signaling anyway (“The Case Against Education“). He also argues that most parental interventions have no impact (“Selfish Reasons to Have More Kids“) – He claims that how kids turn out is a combination of genetics and non-shared environment (randomness; nothing to do with parenting choices). How can we reconcile Caplan’s buttoned-up data with the idea that the “parenting choice” to educate your kids differently (like with Alpha) might result in different outcomes than would be expected from genetics alone? WHY could Alpha work?
  7. What Comes Next? The Scaling Problem: The Alpha founders have a vision of completely re-inventing the way the world serves education. But even if Alpha works, it is up against a history of education programs that were never able to scale. It is also going to face resistance for being “weird”. WHAT comes next?

After twelve months I’m persuaded that Alpha is doing something remarkable — but that almost everyone, including Alpha’s own copywriting team, is describing it wrong:

  • It isn’t genuine two-hour learning: most kids start school at 8:30am, start working on the “two-hour platform” sometime between 9am-930am and are occupied with academics until noon-1230pm. They also blend in “surges” from time to time to squeeze in more hours on the platform.
  • It isn’t AI in the way we have been thinking about it since the “Attention is all you need” paper. There is no “generative AI” powered by OpenAI, Gemini or Claude in the platform the kids use – it is closer to “turbocharged spreadsheet checklist with a spaced-repetition algorithm”
  • It definitely isn’t teacher-free: Teachers have been rebranded “guides”, and while their workload is different than a traditional school, they are very important – and both the quantity and quality are much higher than traditional schools.
  • The bundle matters: it’s not just the learning platform on its own. A big part of the product’s success is how the school has set up student incentives and the culture they have built to make everything work together

… Yet the core claim survives: Since they started in October my children have been marching through and mastering material roughly three times faster than their age-matched peers (and their own speed prior to the program). I am NOT convinced that an Alpha-like program would work for every child, but I expect, for roughly 30-70% of children it could radically change how fast they learn, and dramatically change their lives and potential.

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