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

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 introduces four adversarial collaboration contest entries to be published over the week, with a subsequent reader vote to determine the $1000 prize winner. Longer summary

Scott Alexander announces the publication of four entries from the adversarial collaboration contest. These collaborations involve two people with opposing views on a controversial topic working together to present a unified summary of evidence and implications. The four entries cover topics such as the US education system's service to advanced students, Islam's compatibility with liberal democracy, mandatory childhood vaccination, and transitioning for transgender children. Scott will post one entry per day and then open a poll for readers to vote on their favorite, with his own vote counting for 5% of the total. The winning entry will receive a $1000 prize, funded by Patreon donations. Shorter summary

Scott Alexander writes two satirical sequels to GATTACA, critiquing discrimination based on epigenetics and educational background. Longer summary

This post is a satirical continuation of the movie GATTACA, imagining two sequels that critique different forms of discrimination. In 'GATTACA II: EPI-GATTACA', the focus is on epigenetics, where people are judged based on their ancestors' life experiences. In 'GATTACA III: EDU-GATTACA', the discrimination is based on which college one attended. Both stories follow a similar structure to the original GATTACA, with the protagonist Vincent trying to overcome societal barriers through deception. The stories end with Vincent's brother Anton helping him and Vincent realizing that he wants to change the discriminatory system, not just escape it. Shorter summary