reminder: getting rid of the SAT helps the affluent

In light of the judge’s decision to forbid the University of California system taking standardized tests into account for admission’s decision, I’m resharing my piece from several years ago making the (empirical) case that getting rid of these tests actually help the whiter, more affluent students. Yes, there are racial inequalities in testing that should concern us. (See my book for more.) But no one – no one – was helped more by a strong SAT score than a poor black kid. Now that increasingly looks like an out that such kids don’t get, and in its place, tons of students getting into school because they take fencing lessons, interned for a movie studio, built schools in Guatemala with the help of multi-million dollar grants….

if genes contribute nothing, my conclusions are all the same

I told my agent, early in the process, that the biggest criticisms of my book would be scientific, as I am a (well read) total amateur attempting to engage with scientific concepts. Science people tend to hate this, and will generally police the borders of any conversation to deny the input of the amateur. Well, look: the influence of genes on human behavior is a matter of scientific controversy, and I am in no position to adjudicate that controversy. I have attempted to accurately reflect one position within that controversy, but it will not surprise me to have gotten it somewhat wrong. It is true, however, that some serious people with serious evidence believe that our genetic endowment shapes our behavioral outcomes like how well we perform in school. Whether they’re right or not, I can’t be the one to say.

What I can say is that the question is ultimately irrelevant to the central argument of my book. Because regardless of the specific influences, we cannot achieve anything like equality in the classroom. Hundreds of years of pedagogy and hundreds of billions of dollars, the efforts of dozens of think tanks and scores of university departments, billions of concerned parents and armies of teachers, principals, and counselors have not been sufficient to create equality in education. If aliens came to Earth tomorrow and observed our education system, the first observation they would make is that students are not equal but rather sorted into a distribution, and that at scale and in general students remain in a particular performance band for their academic lives. We can indulge in fantasies about what we might be able to achieve in some other universe, but no serious person believes that we will achieve educational equality in our lifetimes. And if we recognize that the folly of blaming students or teachers for their outcomes becomes clear.

What is frustrating is that I quite explicitly point out in the book that, even if educational outcomes were 100% environmental, that would not mean that we could create equality. I have excerpted the relevant portion below.

All that it takes to understand my moral and political arguments is accepting that for whatever reasons students are not equal and their outcomes are not under the control of their parents, their teachers, and themselves.

pages 237-239

Many will rush to say that nurture has played a role in the conditions I share with my parents, and they are no doubt correct. The environment shapes us as well as our genes. But here too there is broad misunderstanding: just as we cannot say that influences that are genetic are therefore immutable, so too we cannot say that influences that are environmental are therefore changeable. It has always been clear to me that the difficult circumstances of my youth have influenced my personality, and those circumstances are indeed environmental. But does that fact mean that this influence can therefore be undone? How were those environmental effects any more mutable than genetic ones? What policy or pedagogy could have prevented the experiences that imprinted themselves on my young heart and mind?

To act as though we will ever be able to so carefully control the environment of our children that we protect them from the negative effects of experience is to deny the basic brokenness of human life. There will always be instability. There will always be loss. There will always be inequality and there will always be neglect. If we acknowledge that fact, then we can begin to ask how to live in a
world in which all people simply cannot be made equal—for whatever reason—rather than trying and failing to make crooked timber straight. We can confront the inevitability of inequality of talent and decide what to do about it or we can continue to hide behind pleasant fictions.

For too long, the left has obsessed over the vague idea that is “equality.” Equality is the lodestar of the liberal mind, often subdivided into flavors like “equality of opportunity” and “equality of outcomes” in a useless and incoherent way. Equality is both the goal itself and a means to a goal, as equality is held up as the key to social mobility, to ending poverty, to achieving justice. Progressive attitudes toward equality have long since become tautological. The left should know better. We should know that the great leftist intellectual traditions share none of this zeal for equality as such. Rather we should simply pursue what’s good for everyone, what fulfills their basic human needs and allows them to flourish. Human beings are complicated creatures, and we can be ranked and measured and divided on a thousand metrics. To suggest that we will ever achieve equality of any meaningful kind is to deny our nature. Recognizing that we have fundamentally different abilities and talents does not curse people to a harsh existence. It is the first step in their liberation.

grit, or the moralist’s fable about education

Pour more dirt on grit. It seems that, with a representative sample, when you throw grit into a regression along with measures of intelligence, grit just explains very little on its own. Grit just doesn’t contribute much at all to educational outcomes and has limited application in job-market success. In fact intelligence “contributes 48–90 times more than grit to educational success.” 1 More study is needed etc etc and I’ll wait for a good metastudy but still, it really isn’t looking good.

Grit has been the subject of a great deal of media attention, in part because of Angela Duckworth’s talent for promotion but more because people desperately wanted it to be true: hard work is what matters. Stick-to-it-tiveness. If you believe you can achieve. The only place where success comes before work is in the dictionary. And so on. The story of grit was the story that people wanted to tell. It suggested a moral universe, a benevolent order to things. It’s a nice story to tell people, that you can achieve anything with hard work. But better research suggests, nope, it’s more important to be intelligent and (I’m sorry folks) intelligence is not evenly distributed throughout the population.

And this explains a lot of reactions to my book. People don’t want it to be true that different students have different levels of baseline ability. It offends their sense of justice. They insist to believe it means you are willing to “leave kids behind.” It undermines the Horatio Alger myth of the self-made man, which is the American gospel. It undermines people’s ability to bash teachers and their unions, which is often the ultimate purpose of these discussions. It challenges the education-economic system in which all of them have been winners. It’s unfair, and Lord knows, unfair things can’t be true.

Ultimately, my response to people who reject any talk of any genetic influence on academic ability whatsoever is to say, “I don’t believe you.” Because I don’t. I don’t think they believe that; I think they want to believe that.

I sometimes want to ask, do people think I want it to be the case that some students have a higher level of baseline ability? That I would prefer that some students be born at third base while others struggle at the plate? I viscerally rejected the conclusion that some people have a different level of baseline academic ability than others. The idea offended my sensibilities as a supporter of existentialism, which is a belief in the capacity for radical self-invention. And it offended my egalitarian impulses as a leftist.

But I have been a teacher for 20 years, despite not yet turning 40, and every day it became clearer and clearer that not all students had the same gifts. Yes, of course, some of this variation is environmental. Of course it’s complicated. Of course I’ll never be able to understand all the science. But the realities of teaching and of having grown up in a school system where some students were so similar in so many ways but had such vastly different outcomes just wore me down every day. And then I discovered the behavioral genetics research and its description of how, for example, adopted siblings growing up in the same house and family would go on to totally different academic outcomes. I did not celebrate. I did give in. Because life’s not fair, and neither is school. And pretending like everyone has an equal shot at succeeding in either is the greatest cruelty I know.

Cult of Smart roundup part 1

(There’s gonna be a lot of this so get used to it.)

The book’s out! Buy it!

Here‘s a Twitter thread by Paige Harden, who (unlike me) is a scientist studying genetics and behavior.

This review from the Bellows is sometimes harsh but is also sharp and fair.

My return to the No Politics at the Dinner Table podcast.

My appearance on the Oats for Breakfast podcast.

My appearance on the Zero Hour with RJ Eskow:

today’s the day

Well, the day is finally here. It’s official publication day for my first book, The Cult of Smart. I don’t know how to feel. I’ve invested all of my hopes in this day for three years, and now it’s here. The team from St. Martin’s has been wonderful throughout. I do think that this book could be a slow burn and pick up sales momentum over time but of course I have no idea. We’ll have to wait and see how things go, critically and commercially. It exists! That is reason enough for me to celebrate. I do dearly wish that I could walk into a bookstore and buy a copy for myself. Someday. Whatever else is true I know that publishing a book is a rare privilege and that I am lucky, and incredibly grateful, for the opportunity.

The question now is where to put those hopes next.