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

A parent details their year-long experience with Alpha School in Austin, examining how this innovative program achieves accelerated learning through a combination of technology, personalized instruction, and incentive systems. Longer summary

This extensive review details the author's year-long experience with Alpha School, an innovative educational program in Austin that claims to achieve accelerated learning through a '2-hour learning' platform, analyzing its history, methods, effectiveness, and potential for scaling. The author explores how Alpha combines technology, personalized learning, incentive systems, and afternoon workshops to achieve its results, while also examining the challenges it faces in scaling beyond its current elite private school model. The review is particularly careful to separate marketing claims from reality, showing that while the '2-hour learning' actually takes closer to three hours and isn't truly AI-powered, the program does achieve remarkable results through a combination of proven educational techniques. Shorter summary

Brandon Hendrickson presents a method to teach Bayes' theorem effectively to everyone by making it visual, intuitive, emotionally engaging, and a tool for rational discourse. Longer summary

Brandon Hendrickson explores how to teach Bayes' theorem effectively to everyone, especially students, using Kieran Egan's educational framework. He proposes a four-step approach: make it visual using simple diagrams, make it intuitive by connecting it to emotional binaries, make it vital by focusing on topics students genuinely care about (like cryptids and UFOs), and repeat it until students understand its limitations. The post argues that teaching Bayes this way can create opportunities for meaningful conversations between people with different views, ultimately helping develop rational thinking. Shorter summary

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 responds to comments about Lynn's IQ data, addressing how IQ testing might break down in under-educated populations and how this relates to the apparent disconnect between test scores and real-world capabilities. Longer summary

This post discusses comments on a previous article about Lynn's IQ data and African nations. Scott addresses several key points raised in the comments, including: how IQ tests might break down when testing under-educated populations, the relationship between abstract vs. practical intelligence, the confirmation of Lynn's general findings by other data sources, genetic diversity in Africa, and the characteristics of people with very low IQs. The discussion touches on how people with supposedly very low IQs can still function well in certain contexts, suggesting that IQ tests might not capture all aspects of intelligence, especially in populations with limited exposure to abstract reasoning and formal education. Shorter summary

Scott Alexander examines Richard Lynn's controversial national IQ estimates and argues they are actually consistent with environmental rather than genetic explanations of IQ differences, while explaining common misconceptions about what low IQ means. Longer summary

Scott Alexander discusses Richard Lynn's controversial national IQ estimates, which show very low IQs in some countries like Malawi. The post addresses two main objections: that such estimates are racist, and that they seem to contradict common sense observation. Scott argues that Lynn's findings are actually more consistent with anti-racist environmental explanations of IQ differences than with genetic ones, given the huge gaps in nutrition, healthcare and education. He then explains why normal people with low IQ appear more functional than those with similar IQs due to specific syndromes, since the latter have additional deficits beyond just low IQ. The post concludes that Lynn's data suggests room for optimism about the potential impact of developmental interventions. Shorter summary

Scott Alexander analyzes survey results on how often people think about the Roman Empire, finding little gender difference but a significant overall cultural impact. Longer summary

Scott Alexander analyzes the results of a survey question about how often people think about the Roman Empire, inspired by a Twitter meme. The survey, part of the annual ACX survey, found that 38% of women and 43% of men had thought about Rome in the past 24 hours. Scott explores various demographic factors influencing these results, including religion, political views, education, and profession. He also shares representative answers about the contexts in which people thought about Rome, ranging from historical interest to pop culture references. The post concludes that while the gender difference is small, the enduring cultural impact of Rome is remarkable. Shorter summary

The review examines Yukichi Fukuzawa's autobiography, highlighting his role in modernizing Japan and his humorous, insightful account of 19th century Japanese society. Longer summary

This review discusses the autobiography of Yukichi Fukuzawa, a prominent figure in 19th century Japan whose face appears on the ¥10,000 note. The reviewer describes Fukuzawa's life, from his childhood as a low-ranking samurai to his role in modernizing Japan during the Meiji Restoration. The autobiography is praised for its humor and insights into Japanese society during a time of great change. Fukuzawa's experiences learning Dutch and English, his travels abroad, and his efforts to spread Western knowledge in Japan are highlighted. The review concludes by considering how Fukuzawa's approach to cultural arbitrage might be applied to addressing Japan's current challenges. Shorter summary

Scott Alexander examines the effectiveness of education by analyzing knowledge retention, questioning the value of schooling beyond basic skills. Longer summary

Scott Alexander analyzes the effectiveness of education by examining how much factual knowledge people retain after schooling. He presents survey data showing that many adults, including college students, struggle to recall basic facts taught in school. The post explores why this might be, discussing the Ebbinghaus Forgetting Curve and spaced repetition. Scott proposes that people mainly remember information they encounter regularly in daily life, rather than what they learned in school. He concludes by questioning the usefulness of most schooling beyond basic skills, suggesting that cultural osmosis might be more effective for long-term knowledge retention. Shorter summary

Scott Alexander presents a diverse collection of 38 links and news items, covering topics from book reviews and religious history to AI developments and political trends, with brief summaries and comments on each. Longer summary

This post is a collection of 38 diverse links and news items covering topics such as book reviews, religious history, economic forecasts, libertarianism, crime statistics, scientific studies, AI developments, educational policies, and political trends. Scott Alexander provides brief summaries or comments on each item, often with a mix of factual information and his own perspective. The links range from academic studies to social media posts, covering current events, historical anecdotes, and ongoing debates in various fields. Shorter summary

Kieran Egan's educational theory proposes rebuilding school curricula around five kinds of understanding to create more engaging and effective learning experiences. Longer summary

This review explores Kieran Egan's educational theory outlined in his book 'The Educated Mind', which proposes a new approach to education based on five kinds of understanding: Somatic, Mythic, Romantic, Philosophic, and Ironic. Egan argues that schools fail because they ignore cognitive tools that have worked for centuries and instead try to balance three incompatible educational goals. He suggests rebuilding the curriculum around these cognitive tools to create more engaging and effective learning experiences. Shorter summary

Scott Alexander explores various explanations for why top students attend the best colleges, including optimistic views about maximizing potential and cynical views about signaling and 'privilege laundering'. Longer summary

Scott Alexander explores the question of why top students are sent to the best colleges, presenting both optimistic and cynical explanations. He discusses the potential benefits of matching high-performing students with expert teachers, but also considers the signaling theory of education. The post delves into a fascinating hypothesis about elite colleges functioning as 'privilege laundering' machines, mixing meritocratic and privileged students to create a universally recognized signal of merit. Scott examines the potential advantages and drawbacks of this system, concluding that while imperfect, it may be preferable to alternatives that completely disregard merit. 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 analyzes survey data on different schooling types, finding home schooling associated with highest satisfaction but noting significant limitations in the data. Longer summary

Scott Alexander analyzes the results of the 2020 Slate Star Codex Survey regarding different schooling types and their outcomes. He looks at satisfaction with education, life satisfaction, social satisfaction, SAT scores, and other metrics across public, private, religious, home schooling, and unschooling. The analysis accounts for confounding factors like religion, social class, and age. Key findings include home schooled respondents reporting the highest satisfaction with their education, no significant social or romantic disadvantages for home schooled individuals, and potential concerns about unschooling outcomes. However, Scott emphasizes the survey's limitations due to the highly selected nature of SSC readers and other confounding factors. Shorter summary

Scott Alexander shares 57 diverse links and brief commentaries on topics ranging from politics and psychology to technology and culture. Longer summary

Scott Alexander presents a collection of 57 interesting links and brief commentaries on various topics, including politics, psychology, technology, culture, and science. The post covers a wide range of subjects, from corporate takeovers and European stereotypes to psychedelic research and AI developments. It also includes discussions on mental health, education, and current events. Shorter summary

Scott Alexander presents a diverse collection of interesting links and news items from July, covering topics from linguistics and AI to politics and economics. Longer summary

This post is a collection of interesting links and news items from July. Topics range from linguistic analysis of Reddit insults, to COVID-19 learning loss, to AI art generation, to political and economic news. Scott also comments on recent scientific studies, technological developments, and cultural phenomena. The tone is informative and occasionally humorous, with Scott providing brief commentary or context for many of the items. Shorter summary

Scott Alexander examines the poor quality of research on homework effectiveness, finding only one well-designed study showing positive effects for high school algebra. Longer summary

Scott Alexander discusses the lack of reliable research on the effectiveness of homework. He critiques existing studies for their flawed methodologies, particularly their reliance on self-reported time spent on homework as a proxy for homework amount. The post highlights issues with confounding factors and poor study designs. Alexander finds only one well-designed, randomized study on homework effectiveness, which shows a positive effect for 9th-grade algebra homework. However, he notes that this single study doesn't provide enough evidence to draw broad conclusions about homework effectiveness across different subjects and grade levels. Shorter summary

Scott Alexander analyzes a study showing Concerta improves ADHD children's attention but not their learning, and speculates on the reasons behind this unexpected result. Longer summary

Scott Alexander discusses a recent study on the effects of Concerta (a long-acting form of Ritalin) on ADHD children's learning in a summer camp setting. The study found that while Concerta improved attention, reduced disruptive behavior, and slightly improved test scores, it didn't significantly enhance learning of the course material. Scott explores potential reasons for this counterintuitive result, drawing parallels to other studies and speculating on the nature of learning and intelligence. He considers factors such as redundancy in teaching, innate intelligence limits, and the possibility of 'difficulty thresholds' for learning. The post ends with a speculative comparison to AI scaling laws, suggesting there might be human equivalents to parameters, training data, and compute in learning. Shorter summary

Scott Alexander explores new data on birth order effects among his blog readers, finding social factors likely explain firstborns' overrepresentation. Longer summary

Scott Alexander revisits the birth order effect he discovered in his blog readership in 2018, presenting new data from a 2020 survey. He confirms the original findings that firstborns are overrepresented among his readers, especially when age gaps between siblings are small. The post explores potential explanations, concluding that social factors, particularly parental attention, likely play a larger role than biological factors. This challenges some established views on the impact of early childhood experiences on adult outcomes. Scott acknowledges limitations in his analysis and calls for further research to better understand these effects. Shorter summary

Scott Alexander argues against Erik Hoel's claim that the decline of 'aristocratic tutoring' explains the perceived lack of modern geniuses, offering alternative explanations and counterexamples. Longer summary

Scott Alexander critiques Erik Hoel's essay on the decline of geniuses, which attributes this decline to the loss of 'aristocratic tutoring'. Scott argues that this explanation is insufficient, providing counterexamples of historical geniuses who weren't aristocratically tutored. He also points out that fields like music, where such tutoring is still common, still experience a perceived decline in genius. Scott proposes alternative explanations for the apparent lack of modern geniuses, including the increasing difficulty of finding new ideas, the distribution of progress across more researchers, and changing social norms around celebrating individual brilliance. He suggests that newer, smaller fields like AI and AI alignment still produce recognizable geniuses, supporting his view that the apparent decline is more about the maturity and size of fields than about educational methods. Shorter summary

Scott Alexander presents brief descriptions of 66 diverse projects seeking funding or support as part of the ACX Grants program. Longer summary

Scott Alexander announces the closing part of ACX Grants, presenting brief descriptions of projects that he couldn't fully fund himself. He invites readers to consider donating money, time, or other resources to these projects. The post includes 66 diverse project proposals, ranging from scientific research to social initiatives, each with a short description and contact information for interested parties. Shorter summary

Scott Alexander shares 34 varied links and pieces of information on topics including science, history, politics, and technology, with brief commentary on many items. Longer summary

This post is a collection of 34 diverse links and snippets of information on various topics. It covers subjects ranging from Jeff Bezos' biological father, to studies on Christianity's growth, to climate change discussions, to updates on AI progress. The post also includes commentary on current events like the University of Austin controversy and political polling trends. Many of the links discuss recent scientific studies or historical anecdotes, often with Scott's brief analysis or opinion added. Shorter summary

Scott Alexander examines why certain families produce multiple generations of high achievers, exploring genetic, environmental, and psychological factors. Longer summary

Scott Alexander explores the phenomenon of highly accomplished families, such as the Huxleys, Darwins, and Curies, who have produced multiple generations of notable scientists, artists, and leaders. He discusses potential explanations for this trend, including privilege, genetics, and unique family environments. The post delves into the role of assortative mating, large family sizes, and the correlation between different types of talents. It also touches on the concept of a 'Hero License' - the idea that coming from an accomplished family might instill the confidence to pursue ambitious goals. Shorter summary

Scott Alexander examines a genetic study distinguishing cognitive and non-cognitive skills in educational attainment, revealing unexpected correlations with mental health conditions. Longer summary

This post discusses a genetic study on educational attainment, focusing on the distinction between cognitive and non-cognitive skills that contribute to it. The study, by Demange et al, uses a method called 'GWAS-by-subtraction' to isolate genes associated with non-cognitive skills from those linked to intelligence. Scott Alexander analyzes the results, which show correlations between these genetic factors and various traits, personality factors, and mental health conditions. He highlights surprising findings, particularly the positive correlation between schizophrenia genes and non-cognitive skills beneficial for educational attainment, contrary to previous beliefs about schizophrenia genes being purely detrimental. Shorter summary

Scott Alexander explores various applications and recent developments in prediction markets and forecasting, covering topics from election betting to teacher evaluation and social media moderation. Longer summary

Scott Alexander discusses several topics related to prediction markets and forecasting. He starts with the concept of a Keynesian beauty contest applied to long-term forecasting, then analyzes recent developments in PredictIt markets, particularly the Virginia gubernatorial election. He explores the idea of using prediction markets to evaluate teacher performance, and examines some recent Metaculus predictions on SpaceX valuation, college enrollment, and AI code assistance adoption. The post also covers Vitalik Buterin's proposal for using prediction markets in social media moderation, and concludes with various links to prediction market-related news and articles. Shorter summary