Is developer compensation becoming bimodal?

I think you've actually got this backwards. People in NYC would prefer to own a car, just like everybody else in America. The difference is that in NYC it's a lot more expensive and difficult (traffic, parking, etc). That, coupled with the presence of a strong transit system, results in low rates of car ownership.

In Kansas City, to take your example, there actually is decent bus transit [0]. But owning a car is also dirt-cheap and far more convenient than owning one in NYC. So people own cars. I live and work directly on a train line in St. Louis, but I still own a car, because, why not? Cost of ownership is very low -- parking is included at my apartment (and free and easy basically everywhere else) -- and it gives me more options. But I definitely don't need it.

In summary: 1) You absolutely can get around by transit in many (most?) largish Midwestern cities; 2) People own cars anyway because it's cheap and convenient; 3) People choose transit not when it's merely convenient, but when it's more convenient than car ownership.

[0] http://ridekc.org/assets/uploads/documents/SystemMap.pdf

I started programming as a kid because I wanted to make games. It was fun. The problem was that I didn't get the more formal stuff until college, and it made me a much better programmer. But I could also see how boring the data structures class would be to someone with no experience because they really didn't have insight into how applicable some of the concepts could be.

I have always advocated for creating games (and other useful things) to teach programming. Most if not all the major concepts can be applied to games. Why anyone would use the fibonacci sequence to teach recursion is beyond me - it's a stupid solution to a stupid problem. Let's talk about board games and minimax search. Yeah, you have to build a lot of code before that comes into play but you'll learn a hell of a lot more and have way more fun doing it.

Doing simple games like 2D scorched earth really brings home basic vector math and physics. Any 80's arcade game with a thrust button allows you to apply that stuff.

Any kind of 3d graphics goes right along with linear algebra - a topic that is not required by all CS programs even though matrix operations run 24/7 on supercomputers.

Text processing. chat bots anyone?

I used to have an example that used trees but it escapes me right now. Chess doesn't really count because you don't store the tree. We can go back to 3d graphics of course - photon mapping, kd-trees, various BVH structures.

If you start with data structures and algorithms, peoples eyes will glaze over. If you start with simple things that are somewhat interesting you'll get people interested and then you can progress them slowly to more advanced topics by introducing problems they'll want to solve.

Anecdata: My high school got access to a computer (dialup modem). I essentially taught myself programming and then took the official class to teach me programming. Aced it, obviously. My younger sister saw how much I enjoyed programming so she took the class and struggled tremendously. I tutored her... I recall a problem where she had to do an operation repeatedly, an obvious (to me) application of a "for" loop. She struggled with why one problem pattern required a "for" loop and one pattern required an "if" statement.

My sister is very smart and was a straight "A" student in things that she could memorize, graduated from college summa cum laude (IIRC). She became a very good elementary school teacher. Myself, I was very much not an "A" student, especially in things that required me to memorize facts, but I "got" programming instantly.

More anecdata: I am now mentoring FIRST Robotics teams. I continue to see a dichotomy in aptitude for programming... two years ago I walked a student through a program for controlling a robot. She got pretty excited and interrupted my explanations and said "wait, let me think this through"... and she (verbally) worked out the logic of a complex "if" statement. She took over programming that year, is now in college pursuing a Computer Science major, and loving every minute of it.

Still more anecdata: Last year and this year I have a student that loves computers and intends to pursue it as a carrier, but he isn't a "natural." I spent a huge amount of time last year coaching him, but he still struggles to understand what pattern he is looking at and why e.g. he needs a "for" loop to solve the problem.

I could give a lot more anecdata, but I've worked with Robotics students that can program e.g. move sequences once I coached them through the details and I've worked with Robotics students that took off and created complex programs with nothing more than a simple introduction to constants, variables, loops, and conditional statements.