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.

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.

Scott Alexander critically examines studies on preschool effects, finding mixed and inconsistent evidence for long-term benefits.

Scott Alexander admits he was wrong about preschool programs like Head Start, discussing new evidence of their long-term benefits and considering the implications for understanding environmental effects and policy.

Scott reviews evidence on whether college improves critical thinking, finding modest short-term gains but questioning their long-term persistence.