Scott Alexander reviews research on teacher effectiveness, examining Value-Added Modeling (VAM) and its criticisms, while expressing uncertainty about claimed long-term impacts on adult earnings. Longer summary

Scott Alexander reviews research on teacher effectiveness, focusing on Value-Added Modeling (VAM) and its criticisms. He explores studies showing teachers account for about 10% of variance in student test scores, with effects decaying quickly over time. However, some controversial studies claim long-term impacts on adult earnings. Scott examines methodological issues, potential biases, and alternative explanations, ultimately expressing uncertainty about the validity of these long-term effects. He suggests non-cognitive factors like behavior might explain persistent impacts if they exist, but remains skeptical given the contrast with research showing minimal parental influence on outcomes. Shorter summary

Scott Alexander shares and comments on highlighted passages from Garrett Jones' 'Hive Mind', covering various aspects of IQ research and its societal implications. Longer summary

This post is a collection of highlighted passages from Garrett Jones' book 'Hive Mind', along with Scott Alexander's commentary. The passages cover a wide range of topics related to IQ, including its measurement, cultural differences, effects on cooperation and voting behavior, and its relationship to national economic performance. Scott provides critical analysis and personal insights on these excerpts, often relating them to other research or raising questions about their implications. The post also touches on topics such as the Flynn effect, nutrition's impact on intelligence, and group dynamics in decision-making. Shorter summary