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Escaping High School

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Re: Escaping High School

#271

Post by guy98238710 »

jb1991 wrote: post #258
guy98238710 wrote: post #173

Earlier quoted context omitted.

Fluid intelligence drops with age: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4906299/ You weren't an idiot as a teenager. You were just uneducated and inexperienced. Personally, my decaying mental performance over the years is almost palpable. I feel like I am half-dead now compared to who I was 20 years ago. Sure I was nuts due to the powerful emotions, but that just means I was alive, not a talking corpse that I…

Yes but when does it start dropping? Not likely in the teens. As I'd always heard and other commenters also suggest, peak brain power is usually ten years later than this article proposes. Brains are still developing in our teens, and are not at their peak yet.

The chart in the linked paper shows sharp drop between 20 and 30 years already. I remember another chart that I cannot find now, which showed wider age range and more components of intelligence and that one showed some peaks between 12 and 20.

Brain morphology is irrelevant. "Development" might just mean aging. Measurable performance is all that matters.

Re: Escaping High School

#272

Post by thenerdhead »

Sorry but there is no way to min/max life. We all do not get the same amount of time and opportunities. This reads as a verbose and pompous perspective on what one should do around high school age to "succeed" and has absolutely no reflection on the people who actually succeed. A-type people will continue to overachieve and write these types of posts, but their definition of "success" is just different.

Re: Escaping High School

#273

Post by pandorable »

solarmist wrote: post #234
pandorable wrote: post #190

Earlier quoted context omitted.

Hi, author of the post here - thanks for chiming in! Was hoping to hear from someone who had worked in or gone to a school like this. This part of the essay was admittedly the most guesswork-heavy; I included it because that seemed better than the alternative of not mentioning economic disparities at all, or of telling kids at poor schools they're resigned to doom. I'm guessing you're a teacher? If so, I'd be curious…

I’m one of the kids that “made it” out of these situations and it took me until I was over 40 and making FAANG money to START thinking in terms other than “not being like my dad” or “ending up poor”. > preserving your safety in some way Even a comment as small as this is assuming a lot in poor areas. The only safety I had was in my own head or in my STEM classes because I could immerse myself in them enough to forget…

Thanks for writing this up - it's helpful background. Glad you seem to be doing better.

Re: Escaping High School

#274

Post by solarmist »

pandorable wrote: post #273
solarmist wrote: post #234

Earlier quoted context omitted.

I’m one of the kids that “made it” out of these situations and it took me until I was over 40 and making FAANG money to START thinking in terms other than “not being like my dad” or “ending up poor”. > preserving your safety in some way Even a comment as small as this is assuming a lot in poor areas. The only safety I had was in my own head or in my STEM classes because I could immerse myself in them enough to forget…

Thanks for writing this up - it's helpful background. Glad you seem to be doing better.

Sure, I wanted to be able to share a bit about how fundamentally differently life is for poor people or people with certain classes of problems growing up.

Re: Escaping High School

#275

Post by hardware2win »

compiler-guy wrote: post #86
hardware2win wrote: post #67

Earlier quoted context omitted.

While tests arent perfect, then they are at least fair, transparent and almost bias free unlike other methods. >tends to bias for those who have time and money to prep. Hmm? So you have time to do various stuff for grades, but dont have time to prepare for exam? It feels like copy pasted argument from discussions about exams in general, not when comparing them with grades like we do. >But if you put them all together…

In general, exams measure peak performance. Grades measure sustained performance. The literature is quite extensive that although standardized tests have substantial predictive power as to college performance, adding grades and other factors is substantially better. Eg https://news.uchicago.edu/story/test-scores-dont-stack-gpas-... and https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6963451/ You assert without evidence…

How can you introduce bias in ABCD e.g math tests?

>think including attributes such as grit, leadership, and talent across many areas such as writing, the various arts and many other fields is useful.

How do you measure leadership?

And prevent bias/preference from the examiner?

Re: Escaping High School

#276

Post by compiler-guy »

hardware2win wrote: post #275
compiler-guy wrote: post #86

Earlier quoted context omitted.

In general, exams measure peak performance. Grades measure sustained performance. The literature is quite extensive that although standardized tests have substantial predictive power as to college performance, adding grades and other factors is substantially better. Eg https://news.uchicago.edu/story/test-scores-dont-stack-gpas-... and https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6963451/ You assert without evidence…

How can you introduce bias in ABCD e.g math tests? >think including attributes such as grit, leadership, and talent across many areas such as writing, the various arts and many other fields is useful. How do you measure leadership? And prevent bias/preference from the examiner?

I suggest doing some research. There are plenty of published papers on the topic.
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