Scott analyzes poor NAEP test scores and explores whether COVID school closures, systemic changes in education standards, or other factors are responsible for the decline. Longer summary

Scott examines the recent poor results of the NAEP standardized test scores and reflects on his previous prediction that COVID school closures wouldn't cause long-term learning losses. Looking at the data, he notes that the downward trend started before COVID, and states with different school closure policies showed similar results. He explores several possible explanations, including systemic changes like lowered academic standards and increased absenteeism post-COVID. The post analyzes various graphs showing different aspects of the learning decline, though the data presents some contradictions. Scott concludes by standing by his original advice to individual parents while suggesting the current problems may be more systemic than individual. Shorter summary

Scott Alexander explores the difficulties in contextualizing statistics, providing numerous examples to show how the same data can be presented to seem significant or trivial. Longer summary

Scott Alexander discusses the challenges of putting statistical findings into context, showing how different comparisons can make the same statistic seem either significant or trivial. He provides numerous examples of effect sizes and correlations from various fields to illustrate this point. The post aims to promote awareness of how statistics can be manipulated and encourages readers to be vigilant when interpreting contextual comparisons. Scott also acknowledges the limitations of using standardized effect sizes but argues for their utility in certain situations where more specific measures are difficult to comprehend. Shorter summary

Scott Alexander reviews 'The Cult of Smart' by Freddie DeBoer, praising its main arguments while criticizing several aspects, particularly DeBoer's stance on education reform. Longer summary

Scott Alexander reviews Freddie DeBoer's book 'The Cult of Smart', which argues that intelligence is largely innate and that society's obsession with academic achievement is misguided. The review praises the book's main theses but criticizes DeBoer's arguments on race, meritocracy, and education reform. Alexander particularly takes issue with DeBoer's support for expanding public education despite acknowledging its limitations, leading to a passionate critique of the school system as harmful to children. Shorter summary

Scott Alexander responds to comments on billionaire philanthropy, addressing criticisms while ultimately defending its net positive impact and arguing to protect the most effective charitable efforts. Longer summary

Scott Alexander responds to comments on his previous post about billionaire philanthropy. He addresses criticisms and counterarguments, providing further analysis on topics like the scale of billionaire donations compared to political spending, the democratic nature of philanthropy, tax deductibility, and potential downsides. While acknowledging some valid concerns, Scott ultimately defends the net positive impact of billionaire philanthropy, especially highlighting examples like the Gates Foundation's global health work. He argues that even if some billionaire philanthropy is problematic, the most effective charitable efforts are so valuable that they should be protected and encouraged. Shorter summary

TracingWoodgrains and Michael Pershan analyze the effectiveness of ability grouping, acceleration, and personalization software in serving advanced students in the education system. Longer summary

This post is an entry to the Adversarial Collaboration Contest by TracingWoodgrains and Michael Pershan, discussing whether the education system adequately serves advanced students. It examines three main approaches: ability grouping, acceleration, and personalization software. The authors review research on each approach, discuss their pros and cons, and explore the tensions between different educational goals. They conclude with practical advice for parents, educators, and educational reformers. Shorter summary

Scott Alexander reviews 'Willpower' by Baumeister and Tierney, finding it disappointing for its pop science approach and failure to address controversies in willpower research. Longer summary

Scott Alexander reviews the book 'Willpower: Rediscovering the Greatest Human Strength' by Roy Baumeister and John Tierney. He expresses disappointment with the book's pop science approach and lack of in-depth exploration of the controversies surrounding willpower research. The review outlines key points from the book, discusses ongoing debates in the field, and presents Scott's own thoughts on how willpower might work. He critiques the book for not addressing important controversies and research challenges in the field of willpower studies. Shorter summary

Scott argues that social psychology is often misused in political discourse, presenting counterintuitive claims to demonstrate how easily it can be manipulated to support various agendas. Longer summary

This post critiques the use of social psychology in political discourse, arguing that it's often misused to support preexisting beliefs. Scott presents six counterintuitive social psychology claims that oppose common narratives, such as media violence preventing crime and fighting stereotypes increasing prejudice. He argues these claims, while not definitively proven, are as plausible as their more commonly accepted opposites. The post highlights the dangers of using speculative social psychology to justify social engineering, emphasizing that poorly replicated short-term studies can prove almost anything. Scott concludes by advocating for caution and subtlety when applying social psychology findings to social policy. Shorter summary