Sorry to change the topic a little. Be curious to get Glenn's and everyone else's take. 8th grade and lower grade standardized test scores are highly correlated with every socio-economic outcome variable we have data on in least means squared regressions.
Improvement between 12th and 8th grade test scores are highly correlated with improved outcomes for girls and boys less than 50 percentile 8th grade test scores. For boys with medium to high 8th grade test scores, the gains in socio-economic performance later in life are within standard error for improvements in 12th grade test scores versus 8th grade test scores.
Is anyone aware of more recent econometric data on how K-12 standardized test scores are related to socio-economic outcomes later in life?
What are the arguments that the strong correlations between 8th grade standardized test scores and socio-economic outcomes later in life are not due to caucasation, but due to endogeneity or something else?
Here is some SWAG speculation:
---the actual causation variables might be four:
------physical health
------mental health
------intelligence
------"relations before transactions"
---these could be driving both the 8th grade standardized test scores as well as socio-economic outcomes later in life
---are there any other possible explanations?
My view is that even if there is endogeneity and the above four are the actual causative variables . . . the effort to increase standardized test score results will automatically lead to a major effort to increase the physical health, mental health, intelligence and "relations before transactions" of children around the world.
Be curious to hear everyone else's perspectives.
++++++++++++++++++++++++++++++++
FYI If we hold 8th grade test scores constant most socio-economic outcome differentials between blacks and non blacks significantly shrink. Please see the below Roland Fryer slide deck from 2010:
An An; smarter kids do better in life. heritability of intelligence even by age 8 is accounting for more than environmental factors. The genes responsible for intelligence continue to increase toward their phenotypic limit well into adulthood. bottom line...."class rank" is a RESULT of intelligence not a CAUSE of differentiated success in life.....therefore "on average" a child of 8 in the top 25% of his class ....will stay in the top 25% of that same class as a senior (becasue they will all grow into their own personal and different intelligence phenotypic maximums as they age. But change schools or neighborhoods and all bets off (new population ...new class rank)
for additional research read "The Wilson Effect: The Increase in Heritability of IQ With Age"
Sorry to change the topic a little. Be curious to get Glenn's and everyone else's take. 8th grade and lower grade standardized test scores are highly correlated with every socio-economic outcome variable we have data on in least means squared regressions.
http://ftp.iza.org/dp11808.pdf
https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.508.567&rep=rep1&type=pdf
Improvement between 12th and 8th grade test scores are highly correlated with improved outcomes for girls and boys less than 50 percentile 8th grade test scores. For boys with medium to high 8th grade test scores, the gains in socio-economic performance later in life are within standard error for improvements in 12th grade test scores versus 8th grade test scores.
Is anyone aware of more recent econometric data on how K-12 standardized test scores are related to socio-economic outcomes later in life?
What are the arguments that the strong correlations between 8th grade standardized test scores and socio-economic outcomes later in life are not due to caucasation, but due to endogeneity or something else?
Here is some SWAG speculation:
---the actual causation variables might be four:
------physical health
------mental health
------intelligence
------"relations before transactions"
---these could be driving both the 8th grade standardized test scores as well as socio-economic outcomes later in life
---are there any other possible explanations?
My view is that even if there is endogeneity and the above four are the actual causative variables . . . the effort to increase standardized test score results will automatically lead to a major effort to increase the physical health, mental health, intelligence and "relations before transactions" of children around the world.
Be curious to hear everyone else's perspectives.
++++++++++++++++++++++++++++++++
FYI If we hold 8th grade test scores constant most socio-economic outcome differentials between blacks and non blacks significantly shrink. Please see the below Roland Fryer slide deck from 2010:
https://www.youtube.com/watch?v=dnOi0w8rgYs&t=765s
https://www.slideshare.net/barcelonagse/roland-fryerbarcelonagsecalvoprize
An An; smarter kids do better in life. heritability of intelligence even by age 8 is accounting for more than environmental factors. The genes responsible for intelligence continue to increase toward their phenotypic limit well into adulthood. bottom line...."class rank" is a RESULT of intelligence not a CAUSE of differentiated success in life.....therefore "on average" a child of 8 in the top 25% of his class ....will stay in the top 25% of that same class as a senior (becasue they will all grow into their own personal and different intelligence phenotypic maximums as they age. But change schools or neighborhoods and all bets off (new population ...new class rank)
for additional research read "The Wilson Effect: The Increase in Heritability of IQ With Age"