Test Scores Quotes

Dude, you're such a geek. And that's coming from an overweight Star Trek fan who scored a 5 on the AP Calculus test. So you know your condition is grave

I love you,' Rachael said. 'If I entered a room and found a sofa covered with your hide I'd score very high on the Voigt-Kampff test.

Never compare one student's test score to another's. Always measure a child's progress against her past performance. There will always be a better reader, mathematician, or baseball player. Our goal is to help each student become as special as she can be as an individual--not to be more special than the kid sitting next to her.

I see you like to study,” I said. “Well done.” Percy snorted. “I hate to study. I’ve been guaranteed admission with a full scholarship to New Rome University, but they’re still requiring me to pass all my high school courses and score well on the SAT. Can you believe that? Not to mention I have to pass the DSTOMP.” “The what?” Meg asked. “An exam for Roman demigods,” I told her. “The Demigod Standard Test of Mad Powers.” Percy frowned. “That’s what it stands for?” “I should know. I wrote the music and poetry analysis sections.” “I will never forgive you for that,” Percy said.

Addicts, as a group, generally score far above average o intelligence tests. Why? You tell me. I guess maybe we're smart enough to have figured out how shitty things are and we decide addiction is the only way to deal with it.

Research reveals that the higher you score on an IQ test, the more likely you are to fall for stereotypes, because you’re faster at recognizing patterns. And recent experiments suggest that the smarter you are, the more you might struggle to update your beliefs.

Goals that people set for themselves and that are devoted to attaining mastery are usually healthy. But goals imposed by others--sales targets, quarterly returns, standardized test scores, and so on--can sometimes have dangerous side effects.

I suspect the I.Q., SAT, and school grades are tests designed by nerds so they can get high scores in order to call each other intelligent...Smart and wise people who score low on IQ tests, or patently intellectually defective ones, like the former U.S. president George W. Bush, who score high on them (130), are testing the test and not the reverse.

I realized that life is so short: Why waste one minute of it worrying what other people think or say about you, or what score you got on some test? Why not believe what you want to believe, and do what you love?

Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men, living and dead who struggled here have consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here, but it can never forget what they did here. It is for us the living rather to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion — that we here highly resolve that these dead shall not have died in vain, that this nation under God shall have a new birth of freedom, and that government of the people, by the people, for the people shall not perish from the earth.

You’re not your grades. You’re not your test scores or your college application or even your portfolio.

Scoring well on tests is the sort of happy thing that gets the school district the greenbacks they crave. Understanding and appreciating the material are secondary.

What do teachers and curriculum directors mean by 'value' reading? A look at the practice of most schools suggests that when a school 'values' reading what it really means is that the school intensely focuses on raising state-mandated reading test scores- the kind of reading our students will rarely, if ever, do in adulthood.

On a second note, though, I have something to say about pain. There are lots of kinds of pain. Pain of smashing your fingers in a car door, pains of loosing a baby, pain of failing a test. But in their own little ways, these pains are all agonizing. Which is sad, and yet, happy, if you really think about it. If we never lost our car keys, or stepped in gum, or had a bad hair day, what kind of people would we be? In a word? Boring. We wouldn't be passionate; we wouldn't know it was exciting to get pregnant, or score an A on a final. So that's why, today at least, I am grateful for pain. Because it's part of what makes me the whacky, goofy, jaded, person that I am. Peace.

If parents back off the pressure and anxiety over grades and achievement and focus on the bigger picture—a love of learning and independent inquiry—grades will improve and test scores will go up.

The results of these and other studies were eye-opening. The children who exhibited delayed gratification scored higher on almost every measure of success in life: higher-paying jobs, lower rates of drug addiction, higher test scores, higher educational attainment, better social integration, etc.

Grades really cover up failure to teach. A bad instructor can go through an entire quarter leaving absolutely nothing memorable in the minds of his class, curve out the scores on an irrelevant test, and leave the impression that some have learned and some have not. But if the grades are removed the class is forced to wonder each day what it’s really learning. The questions, What’s being taught? What’s the goal? How do the lectures and assignments accomplish the goal? become ominous. The removal of grades exposes a huge and frightening vacuum.

Is there something in your past that you think measured you? A test score? A dishonest or callous action? Being fired from a job? Being rejected? Focus on that thing. Feel all the emotions that go with it. Now put it in a growth-mindset perspective. Look honestly at your role in it, but understand that it doesn’t define your intelligence or personality. Instead, ask: What did I (or can I ) learn from that experience? How can I use it as a basis for growth? Carry that with you instead.

Everybody is waiting for the end to come, but what if it already passed us by? What if the final joke of Judgment Day was that it had already come and gone and we were none the wiser? Apocalypse arrives quietly; the chosen are herded off to heaven, and the rest of us, the ones who failed the test, just keep on going, oblivious. Dead already, wandering around long after the gods have stopped keeping score, still optimistic about the future.

...we're in English class, which for most of us is an excruciating exercise in staying awake through the great classics of literature. These works-- groundbreaking, incendiary, timeless-- have been pureed by the curriculum monsters into a digestible pabulum of themes and factoids we can spew back on a test. Scoring well on tests is the sort of happy thing that gets the school district the greenbacks they crave. Understanding and appreciating the material are secondary.

... there’s almost nothing worse than spending an entire day anticipating watching a Yankees vs. Red Sox game, only to have the score be 9-0 in the third inning.

It is worth saying something about the social position of beggars, for when one has consorted with them, and found that they are ordinary human beings, one cannot help being struck by the curious attitude that society takes towards them. People seem to feel that there is some essential difference between beggars and ordinary 'working' men. They are a race apart--outcasts, like criminals and prostitutes. Working men 'work', beggars do not 'work'; they are parasites, worthless in their very nature. It is taken for granted that a beggar does not 'earn' his living, as a bricklayer or a literary critic 'earns' his. He is a mere social excrescence, tolerated because we live in a humane age, but essentially despicable. Yet if one looks closely one sees that there is no ESSENTIAL difference between a beggar's livelihood and that of numberless respectable people. Beggars do not work, it is said; but, then, what is WORK? A navvy works by swinging a pick. An accountant works by adding up figures. A beggar works by standing out of doors in all weathers and getting varicose veins, chronic bronchitis, etc. It is a trade like any other; quite useless, of course--but, then, many reputable trades are quite useless. And as a social type a beggar compares well with scores of others. He is honest compared with the sellers of most patent medicines, high-minded compared with a Sunday newspaper proprietor, amiable compared with a hire-purchase tout--in short, a parasite, but a fairly harmless parasite. He seldom extracts more than a bare living from the community, and, what should justify him according to our ethical ideas, he pays for it over and over in suffering. I do not think there is anything about a beggar that sets him in a different class from other people, or gives most modern men the right to despise him. Then the question arises, Why are beggars despised?--for they are despised, universally. I believe it is for the simple reason that they fail to earn a decent living. In practice nobody cares whether work is useful or useless, productive or parasitic; the sole thing demanded is that it shall be profitable. In all the modem talk about energy, efficiency, social service and the rest of it, what meaning is there except 'Get money, get it legally, and get a lot of it'? Money has become the grand test of virtue. By this test beggars fail, and for this they are despised. If one could earn even ten pounds a week at begging, it would become a respectable profession immediately. A beggar, looked at realistically, is simply a businessman, getting his living, like other businessmen, in the way that comes to hand. He has not, more than most modem people, sold his honour; he has merely made the mistake of choosing a trade at which it is impossible to grow rich.

... test scores and measures of achievement tell you where a student is, but they don’t tell you where a student could end up.

You and your siblings are the most precious part of my life. And of all my children, you have the most potential to go anywhere you wish in this world – your test scores and grades have always been among the highest of your peers. But it’s clear now that you cannot reach your full potential in Syria.

The official recruiting process for their posse began. Because Carlos, Narc, and Trevor each had high SQs, Heeb and Evan reasoned that adding the three to their group would raise the average SQ of each group member (much the way that colleges recruit individuals with higher test scores to increase the average test scores of their matriculated students).

Then there’s the business of standardized tests. Henry refused to take the SATs - he’d probably score off the charts if he did, but he’s got some kind of aesthetic objection to them.

To this day, when I hear people judge students on the basis of their test scores, I think of my sleep-deprived African-American classmates as we geared up to take English or math tests together. We may have been equal before God, but I had three more hours of sleep, vastly more time to prepare, and many more resources at my disposal than those who were part of the busing program.

But then something happened, Ray, something amazing. Something... "That white cop sitting next to me? He took a long look at my mother when she came in, just like, absorbed her, and then without even turning to me, he just put his hand on my back, up between my neck and shoulder... "And all he did was squeeze. Give me a little squeeze of sympathy, then rubbed that same spot with his palm for maybe two, three seconds, and that was it. "But I swear to you, nobody, in my entire life up to that point had ever touched me with that kind of tenderness. I had never experienced a sympathetic hand like that, and Ray, it felt like lightning. "I mean, the guy did it without thinking, I'm sure. And when dinnertime rolled around he had probably forgotten all about it. Forgot about me, too, for that matter... But I didn't forget. "I didn't walk around thinking about it nonstop either, but something like seven years later when I was at community college? The recruiting officer for the PD came on campus for Career Day, and I didn't really like college all that much to begin with, so I took the test for the academy, scored high, quit school and never looked back. "And usually when I tell people why I became a cop I say because it would keep Butchie and Antoine out of my life, and there's some truth in that. "But I think the real reason was because that recruiting officer on campus that day reminded me, in some way, you know, conscious or not, of that housing cop who had sat on the bench with me when I was thirteen. "In fact, I don't think it, I know it. As sure as I'm standing here, I know I became a cop because of him. For him. To be like him. God as my witness, Ray. The man put his hand on my back for three seconds and it rerouted my life for the next twenty-nine years. "It's the enormity of small things... Adults, grown-ups, us, we have so much power... And sometimes when we find ourselves coming into contact with certain kinds of kids? Needy kids? We have to be ever so careful...

Sally put his gun back in his pants. "Guess I flunked the estrogen test." We all stared at his crotch, and Grandma said what Lula and I were thinking. "I thought that bulge was your dingdong,"Grandma said. "Jesus," Sally said, "who do you think I am, Thunder the Wonder Horse? My gun wouldn't fit in my purse." "You need to get a smaller gun," Lula said. "Ruins your lines with that big old Glock in your drawers.

Dear Future Daughter: 1) When you’re at some party, chain smoking on the roof with some strange girl with blue hair and exorbitant large dark eyes, ask her about her day. I promise you, you won’t regret it. Often times you’ll find the strangest of people have the most captivating of stories to tell. 2) Please, never mistake desire for love. Love will engulf your soul, whilst desire will emerge as acid, slowly making it’s way through your veins, gradually burning you from the inside out. 3) No one is going to fucking save you, anything you’ve read or heard otherwise is bullshit. 4) One day a boy is going to come along who’s touch feels like fire and who’s words taste like vanilla, when he leaves you, you will want to die. If you know anything at all, know that it is only temporary. 5) Your mental health comes before school baby, always. If its midnight, and you have an exam the next day but your hands have been shaking for the past hour and a half and you’re not so sure you want to be alive anymore, pull out that carton of Ben and Jerry’s and afterwards, go the fuck to bed. So what if you get a 68% on the exam the next day? You took care of yourself and at the end of the day that will always come before a high test score. To hell with anyone who tells you differently.

Nations such as Finland, Canada, Japan, and South Korea spend time and resources improving the skills of their teachers, not selectively firing them in relation to student test scores.

Schools themselves aren't creating the opportunity gap: the gap is already large by the time children enter kindergarten and does not grow as children progress through school. The gaps in cognitive achievement by level of maternal education that we observe at age 18-powerful predictors of who goes to college and who does not - are mostly present at age 6when children enter school. Schooling plays only a minor role in alleviating or creating test score gaps.

What is a Gallagher Girl?” Liz asked. She looked nervously down at the papers in her hand even though I knew for a fact she had memorized every word. “When I was eleven I thought I knew the answer to that question. That was when the recruiters came to see me. They showed me brochures and told me they were impressed by my test scores and asked if I was ready to be challenged. And I said yes. Because that was what a Gallagher Girl was to me then, a student at the toughest school in the world.” She took a deep breath and talked on. “What is a Gallagher Girl?” Liz asked again. “When I was thirteen I thought I knew the answer to that question. That was when Dr. Fibs allowed me to start doing my own experiments in the lab. I could go anywhere—make anything. Do anything my mind could dream up. Because I was a Gallagher Girl. And, to me, that meant I was the future.” Liz took another deep breath. “What is a Gallagher Girl?” This time, when Liz asked it, her voice cracked. “When I was seventeen I stood on a dark street in Washington, D.C., and watched one Gallagher Girl literally jump in front of a bullet to save the life of another. I saw a group of women gather around a girl whom they had never met, telling the world that if any harm was to come to their sister, it had to go through them first.” Liz straightened. She no longer had to look down at her paper as she said, “What is a Gallagher Girl? I’m eighteen now, and if I’ve learned anything, it’s that I don’t really know the answer to that question. Maybe she is destined to be our first international graduate and take her rightful place among Her Majesty’s Secret Service with MI6.” I glanced to my right and, call me crazy, but I could have sworn Rebecca Baxter was crying. “Maybe she is someone who chooses to give back, to serve her life protecting others just as someone once protected her.” Macey smirked but didn’t cry. I got the feeling that Macey McHenry might never cry again. “Who knows?” Liz asked. “Maybe she’s an undercover journalist.” I glanced at Tina Walters. “An FBI agent.” Eva Alvarez beamed. “A code breaker.” Kim Lee smiled. “A queen.” I thought of little Amirah and knew somehow that she’d be okay. “Maybe she’s even a college student.” Liz looked right at me. “Or maybe she’s so much more.” Then Liz went quiet for a moment. She too looked up at the place where the mansion used to stand. “You know, there was a time when I thought that the Gallagher Academy was made of stone and wood, Grand Halls and high-tech labs. When I thought it was bulletproof, hack-proof, and…yes…fireproof. And I stand before you today happy for the reminder that none of those things are true. Yes, I really am. Because I know now that a Gallagher Girl is not someone who draws her power from that building. I know now with scientific certainty that it is the other way around.” A hushed awe descended over the already quiet crowd as she said this. Maybe it was the gravity of her words and what they meant, but for me personally, I like to think it was Gilly looking down, smiling at us all. “What is a Gallagher Girl?” Liz asked one final time. “She’s a genius, a scientist, a heroine, a spy. And now we are at the end of our time at school, and the one thing I know for certain is this: A Gallagher Girl is whatever she wants to be.” Thunderous, raucous applause filled the student section. Liz smiled and wiped her eyes. She leaned close to the microphone. “And, most of all, she is my sister.

Remember, Bronner," Nobody said quickly, 'I am testing your abilities right now, not showing you how I would do it.' 'What if I wound you, sir?' Edmund snorted from somewhere in the rigging. Nobody smiled. 'Don't be afraid on that score.

Insanity as an absence of common characteristics is also demonstrated by the Rorschach ink-blot test for schizophrenia. In this test, randomly formed ink splotches are shown to the patient and he is asked what he sees. If he says, 'I see a pretty lady with a flowering hat,' that is not a sign of schizophrenia. But if he says, 'All I see is an ink-blot,' he is showing signs of schizophrenia. The person who responds with the most elaborate lie gets the highest score for sanity. The person who tells the absolute truth does not. Sanity is not truth. Sanity is conformity to what is socially expected. Truth is sometimes in conformity, sometimes not.

That is what is marvelous about school, she realized: when you are in school, your talents are without number, and your promise is boundless. You ace a math test: you will one day work for NASA. The choir director asks you to sing a solo at the holiday concert: you are the next Mariah Carey. You score a goal, you win a poetry contest, you act in a play. And you are everything at once: actor, astronomer, gymnast, star. But at a certain point, you begin to feel your talents dropping away, like feathers from a molting bird. Cello lessons conflict with soccer practice. There aren't enough spots on the debating team. Calculus remains elusive. Until the day you realize that you cannot think of a single thing you are wonderful at.

feeling so far is that standardized testing and performance-based salaries are likely to push education from social norms to market norms. The United States already spends more money per student than any other Western society. Would it be wise to add more money? The same consideration applies to testing: we are already testing very frequently, and more testing is unlikely to improve the quality of education. I suspect that one answer lies in the realm of social norms. As we learned in our experiments, cash will take you only so far—social norms are the forces that can make a difference in the long run. Instead of focusing the attention of the teachers, parents, and kids on test scores, salaries, and competition, it might be better to instill in all of us a sense of purpose, mission, and pride in education. To do this we certainly can’t take the path of market norms. The Beatles proclaimed some time ago that you “Can’t Buy Me Love” and this also applies to the love of learning—you can’t buy it; and if you try, you might chase it away.

Men who share caregiving duties are happier. They have better relationships. They have happier children. When fathers take on at least 40 percent of the childcare responsibilities, they are at lower risk for depression and drug abuse, and their kids have higher test scores, stronger self-esteem, and fewer behavioral problems.

Intelligence is far from blood types. While test scores are unquestionably heritable, their heritability is not 100 percent. It sits instead somewhere near the middle of the range of possibilities. While identical twins often end up with similar test scores, sometimes they don’t. If you get average scores on intelligence tests, it’s entirely possible your children may turn out to be geniuses. And if you’re a genius, you should be smart enough to recognize your children may not follow suit. Intelligence is not a thing to will to your descendants like a crown.

Pedagogy should work in tandem with students’ own knowledge of their community and grassroots organizations to push forward new ideas for social change, not just be a tool to enhance test scores or grades. Pedagogy, regardless of its name, is useless without teachers dedicated to challenging systemic oppression with intersectional social justice.

that the more children are read to, the higher their test scores are—sometimes by as much as a half a year’s schooling. This was true regardless of a family’s income. He goes on to say that reading aloud has proven to be so powerful in increasing a child’s academic success that it is more effective than expensive tutoring or even private education.

It is worth noting that the standard American tests of success that they have flunked are almost exclusively economic. If one applied social indices instead—such as rates of crime, child abuse, illegitimacy, and divorce—the Hmong would probably score better than most refugee groups (and also better than most Americans), but those are not the forms of success to which our culture assigns its highest priority.

Physical and emotional sensitivity are so closely linked that if you take Tylenol to numb a headache, research shows you will score lower on an empathy test until the medication wears off.

Ugh,” I snort in disgust. No doubt that girl’s some goddy rich trot living the sweet life farther inland, in one of LA’s upper-class sectors. Who cares what she scored on her Trial? The whole test is rigged in favor of the wealthy kids, anyway, and she’s probably just someone with average smarts who bought her high score.

The more you learn about how your brain works, the better your chances of using it most efficiently, optimizing your intellectual capabilities, and accomplishing even more in life than many people who may score higher than you on standardized intelligence tests.

Identity capital is our collection of personal assets. It is the repertoire of individual resources that we assemble over time. These are the investments we make in ourselves, the things we do well enough, or long enough, that they become a part of who we are. Some identity capital goes on a résumé, such as degrees, jobs, test scores, and clubs. Other identity capital is more personal, such as how we speak, where we are from, how we solve problems, how we look. Identity capital is how we build ourselves—bit by bit, over time. Most important, identity capital is what we bring to the adult marketplace. It is the currency we use to metaphorically purchase jobs and relationships and other things we want.

My high numbers were test scores, the low numbers and zeros: homework. Because my brain stores random unimportant bits of information like the stellar news that the capital of Sri Lanka is Colombo, but it doesn’t seem to have room for the knowledge of what homework assignment is due. The brain wants what it wants.

...the notion of the classroom as an intellectual community gets lost when conference rooms by the principal's office are turned into data rooms - rooms in which walls, floor to ceiling, are covered with test scores of every child in the school - and "Days Until the TEST" banners greet students and parents as they enter the school. That, at the very least, suggests the school is more interested in making sure students pass a test than in creating an intellectual community.

Psychology often presents individuals as if they are frozen in time and space, describing their score on an intelligence or personality test, how they remember or what their inner conflicts are. All imply that people are fixed and that a description of them at one point in time will inevitably be true of them at another.

It necessarily follows that chance alone is at the source of every innovation, and of all creation in the biosphere. Pure chance, absolutely free but blind, at the very root of the stupendous edifice of evolution: this central concept of modern biology is no longer one among many other possible or even conceivable hypotheses. It is today the sole conceivable hypothesis, the only one that squares with observed and tested fact. And nothing warrants the supposition - or the hope - that on this score our position is ever likely to be revised. There is no scientific concept, in any of the sciences, more destructive of anthropocentrism than this one.

Is there something in your past that you think measured you? A test score? A dishonest or callous action? Being fired from a job? Being rejected? Focus on that thing. Feel all the emotions that go with it. Now put it in a growth-mindset perspective. Look honestly at your role in it, but understand that it doesn’t define your intelligence or personality. Instead, ask: What did I (or can I ) learn from that experience? How can I use it as a basis for growth? Carry that with you instead.

If we assume that quiet and loud people have roughly the same number of good (and bad) ideas, then we should worry if the louder and more forceful people always carry the day. This would mean that an awful lot of bad ideas prevail while good ones get squashed. Yet studies in group dynamics suggest that this is exactly what happens. We perceive talkers as smarter than quiet types—even though grade-point averages and SAT and intelligence test scores reveal this perception to be inaccurate.

Will non-English-speaking students start speaking English because their teachers were fired? Will children come to school ready to learn because their teachers were fired? It would be good if our nation's education leaders recognized that teachers are not solely responsible for student test scores. Other influences matter, including the students' effort, the family's encouragement, the effects of popular culture, and the influence of poverty. A blogger called "Mrs. Mimi" wrote the other day that we fire teachers because "we can't fire poverty." Since we can't fire poverty, we can't fire students, and we can't fire families, all that is left is to fire teachers.

American students, we are told, are falling behind in reading and math; on test after test, they score below most European students (at the level of Lithuania), and the solution, rather than seeking to engage their curiosity, has been testing and more testing— a dry and brittle method that produces lackluster results. And so resources are pulled from the “soft” fields that are not being tested. Music teachers are being fired or not replaced; art classes are quietly dropped from the curriculum; history is simplified and moralized, with little expectation that any facts will be learned or retained; and instead of reading short stories, poems and novels, students are invited to read train schedules and EPA reports whose jargon could put even the most committed environmentalist to sleep.

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Could this approach to public health have something to do with the fact that the incarceration rate in Norway is 71/ 100,000, in the Netherlands 81/ 100,000, and the US 781/ 100,000, while the crime rate in those countries is much lower than in ours, and the cost of medical care about half? Seventy percent of prisoners in California spent time in foster care while growing up. The United States spends $ 84 billion per year to incarcerate people at approximately $ 44,000 per prisoner; the northern European countries a fraction of that amount. Instead, they invest in helping parents to raise their children in safe and predictable surroundings. Their academic test scores and crime rates seem to reflect the success of those investments.

So many gods. Which was the god of test scores? Which was the god of unmarried shopgirls who wished to stay that way? She decided to simply pray to all of them. “If you exist, if you’re up there, help me. Give me a way out of this shithole. Or, if you can’t do that, give the import inspector a heart attack.” She looked around the empty temple. What came next? She had always imagined that praying involved more than just speaking out loud. She spied several unused incense sticks lying by the altar. She lit the end of them by dipping it in the brazier, and then waved it experimentally in the air. Was she supposed to hold the smoke to the gods? Or should she smoke the stick herself? She had just held the burned end to her nose when a temple custodian strode out from behind the altar. They blinked at each other. Slowly, Rin removed the incense stick from her nostril. “Hello,” she said. “I’m praying.” “Please leave,” he said.

When you fear you will confirm a negative stereotype, it can become a self-fulfilling prophecy not because the stereotype is true, but because you can't stop worrying that you could become an example proving it. This self-fulfilling prophecy, being only a matter of perception, can be easily sublimated. Another study by Steele measured the math abilities of men versus women. When the questions were easy, the women and men performed the same. When they were difficult, the women's scores plummeted lower than did those of their male peers. When they ran the tests again with new participants, but this time before handing out the problems told the subjects that men and women tended to perform equally on the exam, the scores leveled out. The women performed just as well as did the men. The power of the stereotype--women are bad at math--was nullified.

It is worth pointing out that there has been some notable success with a concept known as ‘conditional cash transfers’; these are cash payments (in a sense, bonuses) made to give the poor an incentive to perform tasks that could help them escape poverty (for example, good school attendance, working a certain number of hours, improving test scores, seeing a doctor). The idea of conditional cash transfers has met with much success in developing countries such as Brazil, Mexico, Nicaragua and Peru (a similar programme is now being tested in the boroughs of New York City).

How good a predictor of job productivity is a cognitive test score compared to a job interview? Reference checks? College transcript? The answer, probably surprising to many, is that the test score is a better predictor of job performance than any other single measure. This is the conclusion to be drawn from a meta-analysis on the different predictors of job performance, as shown in the table below.

Arguably the mos intriguing characteristic assessed by the Multidimensional Personality Questionnaire (MPQ), a widely used test developed by the University of Minnesota's eminent psychologist Auke Tellegen, is "absorption," which describes a particular style of focusing. If you get a high score in this trait, you're naturally inclined toward what he calls a "respondent" or "experiential" way of focusing.

Linguists have recently discovered that people who are prone to matching their speech to others share some key personality traits. Specifically, on a personality test they tend to score high on openness—being broad-minded and receptive to new experiences. These people change their voices the most to match others’.

And there was, in those Ipswich years, for me at least, a raw educational component; though I used to score well in academic tests, I seemed to know very little of how the world worked and was truly grateful for instruction, whether it was how to stroke a backhand, mix a martini, use a wallpaper steamer, or do the Twist. My wife, too, seemed willing to learn. Old as we must have looked to our children, we were still taking lessons, in how to be grown-up.

Each religion makes scores of purportedly factual assertions about everything from the creation of the universe to the afterlife. But on what grounds can believers presume to know that these assertions are true? The reasons they give are various, but the ultimate justification for most religious people’s beliefs is a simple one: we believe what we believe because our holy scriptures say so. But how, then, do we know that our holy scriptures are factually accurate? Because the scriptures themselves say so. Theologians specialize in weaving elaborate webs of verbiage to avoid saying anything quite so bluntly, but this gem of circular reasoning really is the epistemological bottom line on which all 'faith' is grounded. In the words of Pope John Paul II: 'By the authority of his absolute transcendence, God who makes himself known is also the source of the credibility of what he reveals.' It goes without saying that this begs the question of whether the texts at issue really were authored or inspired by God, and on what grounds one knows this. 'Faith' is not in fact a rejection of reason, but simply a lazy acceptance of bad reasons. 'Faith' is the pseudo-justification that some people trot out when they want to make claims without the necessary evidence. But of course we never apply these lax standards of evidence to the claims made in the other fellow’s holy scriptures: when it comes to religions other than one’s own, religious people are as rational as everyone else. Only our own religion, whatever it may be, seems to merit some special dispensation from the general standards of evidence. And here, it seems to me, is the crux of the conflict between religion and science. Not the religious rejection of specific scientific theories (be it heliocentrism in the 17th century or evolutionary biology today); over time most religions do find some way to make peace with well-established science. Rather, the scientific worldview and the religious worldview come into conflict over a far more fundamental question: namely, what constitutes evidence. Science relies on publicly reproducible sense experience (that is, experiments and observations) combined with rational reflection on those empirical observations. Religious people acknowledge the validity of that method, but then claim to be in the possession of additional methods for obtaining reliable knowledge of factual matters — methods that go beyond the mere assessment of empirical evidence — such as intuition, revelation, or the reliance on sacred texts. But the trouble is this: What good reason do we have to believe that such methods work, in the sense of steering us systematically (even if not invariably) towards true beliefs rather than towards false ones? At least in the domains where we have been able to test these methods — astronomy, geology and history, for instance — they have not proven terribly reliable. Why should we expect them to work any better when we apply them to problems that are even more difficult, such as the fundamental nature of the universe? Last but not least, these non-empirical methods suffer from an insuperable logical problem: What should we do when different people’s intuitions or revelations conflict? How can we know which of the many purportedly sacred texts — whose assertions frequently contradict one another — are in fact sacred?

Yet research shows that skill in reading, writing, and arithmetic, academic standing in high school, scores on college entrance tests and much more besides, are linked to sitting down to family dinner. The more meals you eat with your child, the larger the child’s vocabulary and the higher his or her grades, an effect that is exaggerated in girls. From

a frightening number of whom had IQ scores in the low 70s? I stopped reading and just stuck the records out of sight in a bottom drawer of my desk, and never thought of them again until the end of the year when I was throwing away the accumulation of papers in my desk. I was furious with those scores. My kids were not dumb! I’ve never trusted standardized tests since.

most policy makers—and many school administrators—have absolutely no idea what kind of instruction is required to produce students who can think critically and creatively, communicate effectively, and collaborate versus merely score well on a test.

As we’ve gone along, I’ve pointed out that a warm childhood relationship with his mother—not maternal education—was significantly related to a man’s verbal test scores, to high salary, to class rank at Harvard, and to military rank at the end of World War II. At the men’s twenty-fifth reunion, it looked, to my surprise, as though the quality of a man’s relationship with his mother had little effect on overall midlife adjustment. However, forty-five years later, to my surprise again, the data suggested that there was a significant positive correlation between the quality of one’s maternal relationship and the absence of cognitive decline. At age ninety, 33 percent of the men with poor maternal relationships, and only 13 percent of men with warm relationships, suffered from dementia.

Most of us know intuitively that a score on a personality test, a rank on a standardized assessment, a grade point average, or a rating on a performance review doesn’t reflect your, or your child’s, or your students’, or your employees’ abilities. Yet the concept of average as a yardstick for measuring individuals has been so thoroughly ingrained in our minds that we rarely question it seriously.

Now consider Google, one of the largest, richest, and respected companies in the world. Guess what – they don’t hire new college graduates based on SAT or GPA41. Google believes that top students lack “intellectual humility.” In other words when they make a mistake, “it’s not my fault.” For Google, the ability to learn from mistakes (like C students do), is more important than test scores or class rank. Google believes that top students seldom fail in school and, therefore, are deprived of the opportunity to learn from failure.

Service members will only stay on active duty if they can provide for their families—and DOD schools provide a world-class education that has proven time and again to be an incentive for sailors, soldiers, airmen and marines to reenlist. Military dependents that attend DoDDS schools are highly regarded by prestigious universities the world over for a number of reasons, but there’s one that you’d have a hard time replicating in a stateside school system: they’ve lived overseas, traveled the world, seen and experienced other cultures, learned foreign languages through immersion, and they’ve gained an understanding of the world that you can’t get in a traditional classroom. Add a rigorous curriculum and a long track record of high test scores throughout DoDDS, and it’s pretty easy to see why military kids are in such high demand.

It’s much easier to remember the World Series heroics of Tony Pérez, Pete Rose, and Joe Morgan than it is to recall who set the table for Rose during Game 7 of the 1975 World Series vs. Boston. The Red Sox led 3-2 in the seventh when [Ken] Griffey drew a free pass. Not nearly as memorable as the home run Pérez hit against Bill Lee that made it a 3-2 ballgame, not nearly as memorable as the hit Rose got to tie the game, and for sure not as memorable as the hit Morgan got to win it in the ninth, but … it’s a shame people forget Griffey stole second base with two outs to get into scoring position.

Anyone who truly cares about children must be repelled by the insistence on ranking them, rating them, and labeling them. Whatever the tests measure is not the sum and substance of any child. The tests do not measure character, spirit, heart, soul, potential. When overused and misused, when attached to high stakes, the tests stifle the very creativity and ingenuity that our society needs most. Creativity and ingenuity stubbornly resist standardization. Tests should be used sparingly to help students and teachers, not to allocate rewards and punishments and not to label children and adults by their scores.

An official codified declaration that this person you love is incompetent, not a full citizen, not a moral being capable of telling right from wrong. Like one of my little-kid logic chains gone wrong: you can’t speak or point; which means, therefore, you get a low score on an IQ test; which means, therefore, you’re less intelligent; which means, therefore, you’re less worthy; which means, therefore, you’re less human. In the eyes of everyone in that room, those words destroyed his humanity.

Nearly eighty years of research on answer changing shows that most answer changes are from wrong to right, and that most people who change their answers usually improve their test scores. One comprehensive review examined thirty-three studies of answer changing; in not one were test takers hurt, on average, by changing their answers. And yet, even after students are told of these results, they still tend to stick with their first answers. Investors, by the way, show the same tendencies when it comes to stocks. Even after learning that their reason for picking a stock might be wrong, they still tended to stick with their initial choice 70 percent of the time.

Moreover, even at elite colleges, the personnel attracted to college admissions are seldom themselves part of the intellectual elite. Yet their job is to select students unlike themselves, to be taught by professors unlike themselves, for careers unlike theirs. It can hardly be surprising that admissions personnel are drawn toward non-intellectual criteria and toward ideas not unlike the notion of judging “the whole person,” as found among educators at the pre-college level. Over the years, all sorts of criteria from popular psychology and sociological speculation have assumed increasing weight visa-vis such standard intellectual criteria as academic records and test scores. The

Sir Ken Robinson’s 2008 talk on educational reform—entitled “Do Schools Kill Creativity?”—has now been viewed more than 4 million times. In it Robinson cites the fact that children’s scores on standard tests of creativity decline as they grow older and advance through the educational system. He concludes that children start out as curious, creative individuals but are made duller by factory-style schools that spend too much time teaching children academic facts and not enough helping them express themselves. Sir Ken clearly cares greatly about the well-being of children, and he is a superb storyteller, but his arguments about creativity, though beguilingly made, are almost entirely baseless.

including salutary effects on the following: • major depression • drug addiction • binge eating • smoking cessation • stress among cancer patients • loneliness among senior citizens • ADHD • asthma • psoriasis • irritable bowel syndrome Studies also indicated that meditation reduced levels of stress hormones, boosted the immune system, made office workers more focused, and improved test scores on the GRE. Apparently mindfulness did everything short of making you able to talk to animals and bend spoons with your mind. This research boom got its start with a Jew-Bu named Jon Kabat-Zinn, a Manhattan-raised, MIT-trained microbiologist who claimed to have had an elaborate epiphany—a “vision,” he called it—while on a retreat in 1979. The substance of the vision was that he could bring meditation to a much broader audience by stripping it of Buddhist metaphysics. Kabat-Zinn designed something called Mindfulness Based Stress Reduction (MBSR), an eight-week course that taught secularized meditation to tens of thousands of people around America and the world. Having a simple, replicable meditation protocol made it easy to test the effects on patients.

Physical training is the perfect crucible to learn how to manage your thought process because when you’re working out, your focus is more likely to be single pointed, and your response to stress and pain is immediate and measurable. Do you hammer hard and snag that personal best like you said you would, or do you crumble? That decision rarely comes down to physical ability, it’s almost always a test of how well you are managing your own mind. If you push yourself through each split and use that energy to maintain a strong pace, you have a great chance of recording a faster time. Granted, some days it’s easier to do that than others. And the clock, or the score, doesn’t matter anyway.

Having worked as a clinician for almost 40 years, I have seen some young adults, who had the classic, clear and conspicuous signs of Asperger’s syndrome in early childhood, achieve over decades a range of social abilities and improvements in behaviour such that the diagnostic characteristics became sub-clinical; that is, the person no longer has a clinically significant impairment in social, occupational, or other important area of functioning. There may still be very subtle signs of Asperger’s syndrome, but when the diagnostic tests are re-administered, the person achieves a score below the threshold to maintain the diagnosis. There is now longitudinal research that is starting to confirm clinical experience that about 10 per cent of those who originally had an accurate diagnosis of Asperger’s syndrome in childhood no longer have sufficient impairments to justify the diagnosis (Cederlund et al. 2008; Farley et al. 2009).

IQ is a general measure of socially acceptable categorization and reasoning skills. IQ tests were designed in behaviorism's heyday, when there was little interest in cognitive structure. [...] In other societies, a normal distribution of some general measure of social intelligence might look very different; some "normal" members of our society could well produce a score that's a standard deviation from "normal" members of another society on that other society's test.

Okay. What do you think is sexy?” Nona cheered up immediately at being asked. “The huge old poster up on the side of the building at the end of the street—the one the dairy’s in. The old poster for shampoo.” Camilla looked at her for a few seconds too many. “The painting of the two flowers,” she said. “I think they’re very sexy flowers,” said Nona. “All right, your turn! Tell me what you think is sexy.” “Eating breakfast,” said Camilla. Nona lifted up her voice in despair. “You don’t. It’s not fair. We’re having a heart-to-heart, I’m sharing deep personal thoughts, and you just want me to eat.” “Yes. I’m going to talk to the Warden.” “Well, ask him what he thinks is sexy.” “No. I already know.” That made sense. “Tell me! I’ll eat the whole thing if you tell me,” said Nona, enchanted, starting to pull on her trousers but deeply distracted. “Oh, Cam, please, please. I’ve been so good lately. And when I haven’t been good it hasn’t been because I haven’t tried. Yesterday was awful. I need to know—I know it’ll help my memory. It’s like a deep need inside of me, it must be my real self wanting to know, right? So this is work, right? What does Palamedes find sexy?” Camilla took up the clipboard and the pen and wrote, serene and tranquil, underlining something once—twice. “Strong work ethic,” she said eventually. “High test scores.” Nona buttoned up her shirt and wriggled on one sock, then the other, contemplating this. “Okay,” she said. “Wow.

The same question might be asked about the educational system. In 2016, an American professor and Fulbright scholar named William Doyle, just returned from a semester-long appointment at the University of Eastern Finland, wrote in the Los Angeles Times that for those five months, his family “experienced a stunningly stress-free, and stunningly good, school system.” His seven-year-old son was placed in the youngest class—not because of some developmental delay, but because children younger than seven “don’t receive formal academic training . . . Many are in day care and learn through play, songs, games and conversation.” Once in school, children get a mandated fifteen-minute outdoor recess break for every forty-five minutes of in-class instruction. The educational mantras Doyle remembers hearing the most while there: “‘Let children be children,’ ‘The work of a child is to play,’ and ‘Children learn best through play.’” And as far as outcomes go? Finland consistently ranks at or near the top of educational test score results in the Western world and has been ranked the most literate nation on Earth.[17] “The message that competition is appropriate, desirable, required, and even unavoidable is drummed into us from nursery school to graduate school; it is the subtext of every lesson,” writes educational consultant Alfie Kohn in his excellent book No Contest: The Case Against Competition: Why We Lose in Our Race to Win, which documents the negative impact of competition on genuine learning, and how

The affair of the near-divorce was precipitated by my son, Zero. Yes, Zero. If we had had another girl, she would by common consent have been Francesca Bella. But I was quite clear in my mind that a boy would be nothing other than Zero. Think of it, he can never be less than Zero! His is a natural platform for achievement. Every mark scored in schooll, every act in his life cannot but be a logical advancement. And if his first initial appears on his test paper as well, he does not own the copyright to it, does he?

I decided to ask eight Vietnam combat veterans if they would be willing to take a standard pain test while they watched scenes from a number of movies. The first clip we showed was from Oliver Stone’s graphically violent Platoon (1986), and while it ran we measured how long the veterans could keep their right hands in a bucket of ice water. We then repeated this process with a peaceful (and long-forgotten) movie clip. Seven of the eight veterans kept their hands in the painfully cold water 30 percent longer during Platoon. We then calculated that the amount of analgesia produced by watching fifteen minutes of a combat movie was equivalent to that produced by being injected with eight milligrams of morphine, about the same dose a person would receive in an emergency room for crushing chest pain.

Tell me this- if you could have a guarantee that your child would be a National Merit Scholar and get into a prestigious college, have good work habits and a successful career, but that your relationship with him would be destroyed in the process, would you do it? Why not? Because you are made to love, that's why. We care about our relationships more than about our accomplishments. That's the way God made us. Then why don't we live that way? Why, come a damp and gloomy day in March, do we yell over a  math lesson or lose our temper over a writing assignment? Why do we see the lessons left to finish and get lost in an anxiety-ridden haze? We forget that we are dealing with a soul, a precious child bearing the Image of God, and all we can see is that there are only a few months left to the school year and we are still only halfway through the math book. When you are performing mommy triage- that is, when you have a crisis moment and have to figure out which fire to put out first- always choose your child. It's just a math lesson. It's only a writing assignment. It's a Latin declension. Nothing more. But your child? He is God's. And the Almighty put him in your charge for relationship. Don't damage that relationship over something so trivial as an algebra problem. And when you do (because you will, and so will I), repent. We like to feed our egos. When our children perform well, we can puff up with satisfaction and pat ourselves on the back for a job well done. But as important as it is to give our children a solid education (and it is important, don't misunderstand me), it is far more important that we love them well.  Our children need to know that the most important thing about them is not whether they finished their science curriculum or score well on the SAT. Their worth is not bound up in a booklist or a test score. Take a moment. Take ten. Look deep into your child's eyes. Listen, even when you're bored. Break out a board game or an old picture book you haven't read in ages. Resting in Him means relaxing into the knowledge that He has put these children in our care to nurture. And nurturing looks different than charging through the checklist all angst-like. Your children are not ordinary kids or ordinary people, because there are no ordinary kids or ordinary people. They are little reflections of the

When I look up, he is still dead. This wasn’t right. I thought the Society only played games with its slaves. Wrong. Julian didn’t score like I did on the tests. He wasn’t as physically capable as me. So he was a sacrificial lamb. One hundred students per House and the bottom fifty are only here to be killed by the top fifty. This is just a bloodydamn test … for me. Even the Bellona Family, powerful as they are, could not protect their less capable son. And that is the point. I hate myself. I know they made me do this, yet it still feels like a choice. Like when I pulled Eo’s legs and felt the snap of her small spine. My choice. But what other choice was there with her? With Julian? They do this to make us wear the guilt. There’s nowhere to wipe the blood, only stone and two na**d bodies. This is not who I am, who I want to be. I want to be a father, a husband, a dancer. Let me dig in the earth. Let me sing the songs of my people and leap and spin and run along the walls. I would never sing the forbidden song. I would work. I would bow. Let me wash dirt from my hands instead of blood. I want only to live with my family. We were happy enough. Freedom costs too much. But Eo disagreed. Damn her.

I opened myself up to the kiss and kissed him back with enthusiasm. Putting all my secret emotions and tender feelings into the embrace, I wound my arms around his neck and slid my hands into his hair. Pulling his body that much closer to mine, I embraced him with all the warmth and affection that I wouldn’t allow myself to express verbally. He paused, shocked for a brief instant, and then quickly adjusted his approach, escalating into a passionate frenzy. I shocked myself by matching his energy. I ran my hands up his powerful arms and shoulders and then down his chest. My senses were in turmoil. I felt wild. Eager. I clutched at his shirt. I couldn’t get close enough to him. He even smelled delicious. You’d think that several days of being chased by strange creatures and hiking through a mysterious kingdom would make him smell bad. In fact, I wanted him to smell bad. I’m sure I did. I mean, how can you expect a girl to be fresh as a daisy while traipsing through the jungle and getting chased by monkeys. It’s just not possible. I desperately wanted him to have some fault. Some weakness. Some…imperfection. But Ren smelled amazing-like waterfalls, a warm summer day, and sandalwood trees all wrapped up in a sizzling, hot guy. How could a girl defend herself from a perfect onslaught delivered by a pefect person? I gave up and let Mr. Wonderful take control of my senses. My blood burned, my heart thundered, my need for him quickened, and I lost all track of time in his arms. All I was aware of was Ren. His lips. His body. His soul. I wanted all of him. Eventually, he put his hands on my shoulders and gently separated us. I was surprised that he had the strength of will to stop because I was nowhere near being able to. I blinked my eyes open in a daze. We were both breathing hard. “That was…enlightening,” he breathed. “Thank you, Kelsey.” I blinked. The passion that had dulled my mind dissipated in an instant, and my mind sharply focused on a new feeling. Irritation. “Thank you? Thank you! Of all the-“ I slammed up the steps angrily and then spun around to look down at him. “No! Thank you, Ren!” My hands slashed at the air. “Now you got what you wanted, so leave me alone!” I ran up the stairs quickly to put some distance between us. Enlightening? What was that about? Was he testing me? Giving me a one-to-ten score on my kissing ability? Of all the nerve? I was glad that I was mad. I could shove all the other emotions into the back of my mind and just focus on the anger, the indignation. He leapt up the stairs two at a time. “That’s not all I want, Kelsey. That’s for sure.” “Well, I no longer care about what you want!” He shot me a knowing look and raised an eyebrow. Then, he lifted his foot out of the opening, placed it on the dirt, and instantly changed back into a tiger. I laughed mockingly. “Ha!” I tripped over a stone but quickly found my footing. “Serves you right!” I shouted angrily and stumbled blindly along the dim path. After figuring out where to go, I marched off in a huff. “Come on, Fanindra. Let’s go find Mr. Kadam.

I knew it was my duty to my own legend to survive this trial. But I was still crippled by my own devices. Imagine me as a great fully-rigged man-of-war. Four masts, great bulwarks of oak and five score cannon. All my life I have sailed smooth seas and waters that parted for me by virtue of my own splendor. Never tested. Never riled. A tragic existence, if ever there was one. “But at long last: a storm! And when I met it I found my hull . . . rotten. My planks leaking brine, my cannon brittle, powder wet. I foundered upon the storm. Upon you, Darrow of Lykos.” He sighs. “And it was my own fault.” I war between wanting to punch him in the mouth and surrendering into my curiosity by letting him continue. He’s a strange man with a seductive presence. Even as an enemy, his flamboyance fascinated me. Purple capes in battle. A horned Minotaur helmet. Trumpets blaring to signal his advance, as if welcoming all challengers. He even broadcast opera as his men bombarded cities. After so much isolation, he’s delighting in imposing his narrative upon us. “My peril is thus: I am, and always have been, a man of great tastes. In a world replete with temptation, I found my spirit wayward and easy to distract. The idea of prison, that naked, metal world, crushed me. The first year, I was tormented. But then I remembered the voice of a fallen angel. ‘The mind is its own place, and in itself can make a heaven of hell, or a hell of heaven.’ I sought to make the deep not just my heaven, but my womb of rebirth. “I dissected the underlying mistakes which led to my incarceration and set upon an internal odyssey to remake myself. But—and you would know this, Reaper—long is the road up out of hell! I made arrangements for supplies. I toiled twenty hours a day. I reread the books of youth with the gravity of age. I perfected my body. My mind. Planks were replaced; new banks of cannon wrought in the fires of solitude. All for the next storm. “Now I see it is upon me and I sail before you the paragon of Apollonius au Valii-Rath. And I ask one question: for what purpose have you pulled me from the deep?” “Bloodyhell, did you memorize that?” Sevro mutters.

But even if we were entirely successful at eliminating inequalities of outcome associated with being born into wealth or privilege, the inequalities that remain would not be purged of luck. There would still be another type of luck lurking in the background: genes. This is true not only of standardized test performance and IQ scores. Even appealing to so-called “character” traits (grit, perseverance, resourcefulness, motivation, curiosity, or any other non-cognitive skill) doesn’t get you out of grappling with genetics. These traits, too, are shaped by genetic differences between people. There is no measure of so-called “merit” that is somehow free of genetic influence or untethered from biology.

Many of us get anxious in test-taking situations regardless of our intelligence, preparation, or familiarity with the material. One of the reasons test anxiety is so common is that it is relatively easy to trigger. Even one episode of heightened anxiety is sufficient for us to feel intensely anxious when facing a similar situation in the future. Test anxiety is especially problematic because it causes massive disruptions to our concentration, our focus, and our ability to think clearly, all of which have a huge impact on our performance. As a rule, anxiety tends to be extremely greedy when it comes to our concentration and attention. The visceral discomfort it creates can be so distracting, and the intellectual resources it hogs so critical, that we might struggle to comprehend the nuances of questions, retrieve the relevant information from our memory, formulate answers coherently, or choose the best option from a multiple-choice list. As an illustration of how dramatic its effects are, anxiety can cause us to score fifteen points lower than we would otherwise on a basic IQ test—a hugely significant margin that can drop a score from the Superior to the Average range.

Child psychologists Betty Hart and Todd Risley learned the same thing when they recorded hundreds of hours of interactions between children and adults in forty-two families from across a wide socioeconomic spectrum and assessed the children’s development from nine months to three years. Children in well-to-do families, whose parents were typically college-educated professionals, heard an average of 2,153 words an hour spoken to them. In contrast, the children of low-income families heard an average only 616 words per hour. By their third birthday, the children in well-to-do families heard 30 million more words than economically deprived children and the amount of conversation parents had with their infants was directly proportional to IQ test scores assessed at three years of age and the performance in school of these children at ages nine and ten. (Hart and Risley 2003) The exciting part is that Hart and Risley’s research has spawned conscious parenting initiatives thanks to technology in the form of LENA (Language Environment Analysis) devices. LENA devices work like pedometers except they keep track of words rather than steps. The Thirty Million Words Initiative in Chicago is making LENA devices available to parents so they can track the numbers of words they expose their children to. After six weeks, researchers in Chicago found a 32 percent increase in the number of words the children heard. Says Dr. Dana Suskind, Director of the Thirty Million Words Initiative: “Every parent has the ability to grow their children’s brain and impact their future.” (Suskind 2013)

All of us believe you belong here,” I’d said to the Elizabeth Garrett Anderson girls as they sat, many of them looking a little awestruck, in the Gothic old-world dining hall at Oxford, surrounded by university professors and students who’d come out for the day to mentor them. I said something similar anytime we had kids visit the White House—teens we invited from the Standing Rock Sioux Reservation; children from local schools who showed up to work in the garden; high schoolers who came for our career days and workshops in fashion, music, and poetry; even kids I only got to give a quick but emphatic hug to in a rope line. The message was always the same. You belong. You matter. I think highly of you. An economist from a British university would later put out a study that looked at the test performances of Elizabeth Garrett Anderson students, finding that their overall scores jumped significantly after I’d started connecting with them—the equivalent of moving from a C average to an A. Any credit for improvement really belonged to the girls, their teachers, and the daily work they did together, but it also affirmed the idea that kids will invest more when they feel they’re being invested in. I understood that there was power in showing children my regard.

THE GUY IN THE GLASS —DALE WIMBROW When you get what you want in your struggle for pelf, And the world makes you King for a day, Then go to the mirror and look at yourself, And see what that guy has to say. For it isn’t your Father, or Mother or Wife, Whose judgement upon you must pass; The feller whose verdict counts most in your life, Is the guy staring back from the glass. He’s the feller to please, never mind all the rest, For he’s with you clear up to the end, And you’ve passed your most dangerous, difficult test, If the guy in the glass is your friend. You may be like Jack Horner and “chisel” a plum, And think you’re a wonderful guy; But the man in the glass says you’re only a bum If you can’t look him straight in the eye. You may fool the whole world down your pathway of years, And get pats on the back as you pass, But your final reward will be heartache and tears If you’ve cheated the guy in the glass.

Fortunately, new platforms and technology have made homeschooling manageable on many fronts. Parents can do everything from accessing first-rate courses online to finding support from other parents in the same situation. The best part is that they can completely tailor the experience to the learning style and interest of their children and give them the attention that they would never get in the classroom. The results are striking. Twenty-five percent of homeschooled children are at least one grade ahead of their traditionally schooled peers. The homeschooled population, as a whole, scores exceptionally higher on academic achievement tests.5 This shift is perhaps the best glimpse of the future of education—mass customization alongside personalized attention. Like banking, it will return to a human-scale model based on relationships and personal needs, and it will be where much of the disruption in the economy and labor market occurs in the next few decades.

At some indefinite passage in night's sonorous score, it also came to her that she would be safe, that something, perhaps only her linearly fading drunkenness, would protect her. The city was hers, as, made up and sleeked so with the customary words and images (cosmopolitan, culture, cable cars) it had not been before: she had safe-passage tonight to its far blood's branchings, be they capillaries too small for more than peering into, or vessels mashed together in shameless municipal hickeys, out on the skin for all but tourists to see. Nothing of the night's could touch her; nothing did. The repetition of symbols was to be enough, without trauma as well perhaps to attenuate it or even jar it altogether loose from her memory. She was meant to remember. She faced that possibility as she might the toy street from a high balcony, roller-coaster ride, feeding-time among the beasts in a zoo—any death-wish that can be consummated by some minimum gesture. She touched the edge of its voluptuous field, knowing it would be lovely beyond dreams simply to submit to it; that not gravity's pull, laws of ballistics, feral ravening, promised more delight. She tested it, shivering: I am meant to remember. Each clue that comes is supposed to have its own clarity, its fine chances for permanence. But then she wondered if the gemlike "clues" were only some kind of compensation. To make up for her having lost the direct, epileptic Word, the cry that might abolish the night.

Most people, of course, are not so lacking in self-control that they ever lash out in violence. But among the nonviolent majority some people have more self-control than others. Aside from intelligence, no other trait augurs as well for a healthy and successful life.92 Walter Mischel began his studies of delay of gratification (in which he gave children the choice between one marshmallow now and two marshmallows later) in the late 1960s, and he followed the children as they grew up.93 When they were tested a decade later, the ones who had shown greater willpower in the marshmallow test had now turned into adolescents who were better adjusted, attained higher SAT scores, and stayed in school longer. When they were tested one and two decades after that, the patient children had grown into adults who were less likely to use cocaine, had higher self-esteem, had better relationships, were better at handling stress, had fewer symptoms of borderline personality disorder, obtained higher degrees, and earned more money. Other

Rosenthal went on to study precisely that – what expectation mean for our children. In one line of research he showed that teachers´ expectations greatly affect their students´ academic performance, even when the teachers try to treat them impartially. For example, he and a colleague asked schoolkids in eighteen classrooms to complete an IQ test. The teachers, but not students, were given results. The researchers told the teachers that the test would indicate which children had unusually high intellectual potential. What the teachers didn’t know was that the kids named as gifted did not really score higher than average on the IQ test – they actually had average scores. Shortly afterwards, the teachers rated those not labeled gifted as less curious and less interested than the gifted students – and the students´ subsequent grades reflected that. But what is really shocking – and sobering – is the result of another IQ test, given eight months later. When you administer IQ test a second time, you expect that each child´s score will vary some. In general, about half of the children´s scores should go up and half down, as a result of changes in the individual’s intellectual development in relation to his peers or simply random variations. When Rosenthal administered the second test, he indeed found that about half the kids labeled “normal” showed a gain in IQ. But among those who´d been singled out as brilliant, he obtained a different result; about 80 % had an increase of at least 10 points. What´s more, about 20 % of the “gifted” group gained 30 or more IQ points, while only 5 % of the other children gained that many. Labeling children as gifted had proved to be a powerful self-fulfilling prophecy.

I had tracked down a little cafe in the next village, with a television set that was going to show the World Cup Final on the Saturday. I arrived there mid-morning when it was still deserted, had a couple of beers, ordered a sensational conejo au Franco, and then sat, drinking coffee, and watching the room fill up. With Germans. I was expecting plenty of locals and a sprinkling of tourists, even in an obscure little outpost like this, but not half the population of Dortmund. In fact, I came to the slow realisation as they poured in and sat around me . . . that I was the only Englishman there. They were very friendly, but there were many of them, and all my exits were cut off. What strategy could I employ? It was too late to pretend that I was German. I’d greeted the early arrivals with ‘Guten Tag! Ich liebe Deutschland’, but within a few seconds found myself conversing in English, in which they were all fluent. Perhaps, I hoped, they would think that I was an English-speaker but not actually English. A Rhodesian, possibly, or a Canadian, there just out of curiosity, to try to pick up the rules of this so-called ‘Beautiful Game’. But I knew that I lacked the self-control to fake an attitude of benevolent detachment while watching what was arguably the most important event since the Crucifixion, so I plumped for the role of the ultra-sporting, frightfully decent Upper-Class Twit, and consequently found myself shouting ‘Oh, well played, Germany!’ when Helmut Haller opened the scoring in the twelfth minute, and managing to restrain myself, when Geoff Hurst equalised, to ‘Good show! Bit lucky though!’ My fixed grin and easy manner did not betray the writhing contortions of my hands and legs beneath the table, however, and when Martin Peters put us ahead twelve minutes from the end, I clapped a little too violently; I tried to compensate with ‘Come on Germany! Give us a game!’ but that seemed to strike the wrong note. The most testing moment, though, came in the last minute of normal time when Uwe Seeler fouled Jackie Charlton, and the pig-dog dolt of a Swiss referee, finally revealing his Nazi credentials, had the gall to penalise England, and then ignored Schnellinger’s blatant handball, allowing a Prussian swine named Weber to draw the game. I sat there applauding warmly, as a horde of fat, arrogant, sausage-eating Krauts capered around me, spilling beer and celebrating their racial superiority.

I had an auto-repair man once, who, on these intelligence tests, could not possibly have scored more than 80, by my estimate. I always took it for granted that I was far more intelligent than he was. Yet, when anything went wrong with my car I hastened to him with it, watched him anxiously as he explored its vitals, and listened to his pronouncements as though they were divine oracles - and he always fixed my car.Well, then, suppose my auto-repair man devised questions for an intelligence test. Or suppose a carpenter did, or a farmer, or, indeed, almost anyone but an academician. By every one of those tests, I’d prove myself a moron, and I’d be a moron, too. In a world where I could not use my academic training and my verbal talents but had to do something intricate or hard, working with my hands, I would do poorly. My intelligence, then, is not absolute but is a function of the society I live in and of the fact that a small subsection of that society has managed to foist itself on the rest as an arbiter of such matters.Consider my auto-repair man, again. He had a habit of telling me jokes whenever he saw me. One time he raised his head from under the automobile hood to say: “Doc, a deaf-and-mute guy went into a hardware store to ask for some nails. He put two fingers together on the counter and made hammering motions with the other hand. The clerk brought him a hammer. He shook his head and pointed to the two fingers he was hammering. The clerk brought him nails. He picked out the sizes he wanted, and left. Well, doc, the next guy who came in was a blind man. He wanted scissors. How do you suppose he asked for them?”Indulgently, I lifted my right hand and made scissoring motions with my first two fingers. Whereupon my auto-repair man laughed raucously and said, “Why, you dumb jerk, He used his voice and asked for them.” Then he said smugly, “I’ve been trying that on all my customers today.”“Did you catch many?” I asked.“Quite a few,” he said, “but I knew for sure I’d catch you.”“Why is that?” I asked.“Because you’re so goddamned educated, doc, I knew you couldn’t be very smart.