This review explores how schools are primarily designed to maximize motivation rather than learning, explaining why age-graded classrooms and seemingly inefficient group learning have persisted despite numerous attempts at reform. Longer summary

The post examines why schools have maintained their traditional structure of age-graded classrooms where all students learn the same content, despite its apparent inefficiencies. The author argues that schools are designed primarily to maximize motivation rather than learning, using conformity as a key tool. Through analyzing various attempts at personalized learning and their consistent failures to scale beyond about 5% of students, the post explains how students fall into three categories: no-structure learners, low-structure learners, and high-structure learners. The author concludes that while the current system is far from perfect, it has proven more effective at scale than any alternatives, predicting that despite continued attempts at reform, the basic structure of schooling will remain unchanged. Shorter summary

Scott analyzes the projected drop in DC's high school graduation rates, exploring various explanations and comparing DC to other states, ultimately suggesting widespread inflation of graduation rates elsewhere. Longer summary

This post discusses the projected drop in high school graduation rates in Washington DC from 73% to 42%. Scott examines possible explanations, including incompetent administration, unique challenges due to demographics, and overcorrection from previous fraud. He analyzes test scores and compares DC to other states, finding that DC's scores, while low, don't justify such a low graduation rate. Scott suggests that many other cities might be using fraud and low standards to inflate their graduation rates, and that DC's projected rate might be an overcorrection that unfairly penalizes students. He hopes DC will find ways to graduate more students to align with national norms. Shorter summary

Scott Alexander examines the phenomenon of cost disease, where costs for basic services like education and healthcare have increased dramatically without corresponding improvements in quality or wages. Longer summary

Scott Alexander explores the concept of cost disease, where costs for essential services like education, healthcare, and housing have increased significantly over the past few decades without corresponding improvements in quality or wages. He presents data showing how these costs have risen much faster than inflation, while worker salaries in these fields have remained stagnant or even declined. Alexander considers various potential explanations for this phenomenon, including market failures, increased regulation, lawsuit fears, and changing risk tolerance. He argues that this cost disease is a major factor behind many current political and economic debates, and expresses concern about its impact on living standards and economic progress. Shorter summary

Scott summarizes diverse perspectives from comments on his school choice article, covering topics like education costs, charter schools, and potential market failures in education. Longer summary

This post summarizes key points from the comment thread on Scott's previous article about school choice. It covers various perspectives on for-profit vs. nonprofit schools, cost increases in education, food deserts, charter schools, and potential market failures in education. Scott notes some arguments that made him more pessimistic about charter schools, but maintains that careful experimentation is needed. The post concludes by acknowledging that Betsy DeVos' policies don't qualify as careful experimentation. Shorter summary