Wednesday, March 21, 2018

The Socio-Economic Status of the Smart & Successful

Let's examine if (as alleged) money in the home, the age of the home, and its location, predicates academic outcomes. 

The location of any school, its design and attractiveness, the components within the school - desks, computers, chalkboards, cafeteria, auditorium seating, vary widely. Some schools are newer and contain the latest technologies. Others not so much.
The quality of teachers assigned to a school varies just as much. The younger more energetic teachers are typically placed in the older, uglier schools; serve their time, acquire tenure, and, finally move on to the nice new school when they are exhausted from teaching and less enthusiastic. So, from a practical perspective, new schools ought to have a grumpier, less enthusiastic faculty. 

So what explains the disparity of grades and test scores among students?  The disparity is significant.  Progressive Democrats and their useful idiots believe the age of a school, its location & prettiness, AND, the average family income of the school's students - have a direct bearing upon academic performance. This belief is gratuitous and repeatedly proven untrue.  Read on - 

Let’s examine some statistics.
Students in the same buildings, students in the same classroom, NEVER score the same.  A broad spectrum of scores is evident in each school – usually in each class. Students from the wealthiest families do not always score well, or at the top of the class. The same is true in the old school.  Some students in the old schools score extremely well when tested. So, money in the home, and the home's location, does not necessarily assure superior academic performance. Within the old school district, the percentage of students scoring poorly is not all inclusive. Statistics also show a similar outcome of grade disparity in new schools.  The correlate argued by Democrats: academic scores are primarily predicated by the age/condition of a school, AND, the family's income is not causal or comparative.  

These claims are easily proven false and unfounded. So what Causes Academic Success?

Direct Primary Causalities:
Determination is an asset.  All the IQ in the world will not realize a good score if the student doesn’t apply himself.  The smarter student MAY need less time to learn, but they still must examine the study material.
IQ is an important factor.  IQ typically maximizes the benefits of determination. However - a low IQ will defeat all the determination in the world, everytime.
Teacher: A Teacher is potentially causal -if we pressume the teacher is competent and not belligerent against students – unfairly scores work assignments, uses personal or ideological bias in the classroom.
Peers: A student’s peers/friends can positively influence a student positively and negatively.  The Community where the student lives may moderately impact academic performance. That only obtains IF & WHEN the student accepts the influence. Conversely, Dullards often negatively influence their peer group.
Parents: Parents can positively influence the student's performance - but parents  must value education, demand determination, and help the student. 

We are left to ask: What is the greatest causality for academic success? The real answer - few want to learn or know.  The majority of parents surely do not want to know, because so doing negatively reflects upon them! Research reveals Genetics are the primary causality for a child's IQ – high or low. More than anything else, the parents genetic predisposition determines a child’s intellectual prowess. This makes for a problem. No parent wants to learn their genetic stupidity directly retards their child's academic ability. Ergo, "Educators" lie and obfuscate. All factors being equal - a child’s IQ - the product of the child's genetic heritage, ultimately, determines the child's scores – EVEN in Poor Schools! SO, how can students in older schools get high scores? How can students from  wealthy families score poorly? 

Progressives, as usual, have the equation backwards.  Intellect creates wealth.  Wealth does NOT create intellect.  

Smart people are more often successful people. They earn more money. Smart people typically live in newer neighborhoods. Those neighborhoods have nicer schools because they are NEW, not because of the parent's wealth. The offspring of smarter parents are usually smart students. Smart parents place a high value on school and study. These behaviors combined with high IQ  = high test scores. 

Dumb people are often less successful people. They possess less money. Poor people live in older neighborhoods. Poor neighborhoods usually have older schools because their neighborhood is OLDER. The correlate between intellect and success is very, very high. The offspring of dumb parents are, predictably, dumb students. Dumb parents place little value on school and study. These behaviors combine with Low IQ = poor grades and lower test scores. 

The above explains WHY increased spending on education has NOT moved the student academic performance dial whatsoever.

Anecdotal (Serial) Evidence:
In the 1980s - A judge in or near St Louis, MO believed wealth/prettier schools caused better student performance.  He also blamed racial animus for poor test scores.  When a case came before him alleging the school building made some students dumb  perform poorly, he ordered the school district build several new schools – state of the art schools. The schools were built.  They were impressive and costly – several billion dollars worth of schools.  Student performance was measured over the next few years.

NOTE: The results were not published.
An interested party sought out srtudent performance in the brand new schools – Student Performace DECLINED! A much greater percentage of students dropped out of school. Grade Point Average/GPA dropped too. The judge was not charged for wasting tax dollars, nor was he removed from the bench - as should be the case whenever a More Ron judge enters the social engineering fray.

EXAMPLES of SUCCESS: LOW-INCOME - UNEDUCATED (HIGH IQ) 
(VERY POOR) John D Rockefeller – the richest man ever – didn’t graduate from high school.
(DIRT POOR) Henry Ford – virtually NO education – His father told him he would be a farmer and saw no need for education. 
(Hill Billy POOR) Abe Lincoln – attended a decrepit, ugly one-room log cabin prairie school for a couple years.  He taught himself with any book he could get his hands upon.
Mark Twain – left school age 11 – another crappy one-room prairie school
(POOR) 
Albert Einstein – dropped out of high school and could not pass the version of the SAT in his day.  He too took up the study of physics on his own.  He published one of his greatest discoveries before being accepted to college.
These examples prove innate IQ triumphs over adversity and lack of income in the home.  
Correlates? 
Asia and India immigrants typically score higher than Low-Income Americans.

IMPORTANTLY - they score higher while attending the same OLD schools, same teachers, AND... overcome language/cultural barriers. 

Facts Progressive Democrats Want Hidden-
The Stupid choose behaviors that keep them STUPID
1.     The Stupid have very high self-esteem – contrary to popular fiction.
2.     The Stupid think they are better than others
3.     The Stupid think Studying is for suckers.
4.     The Stupid think they have all the answers
5.     The Stupid avoid anyone doesn’t agree with them
6.     The STupid are obsessed with image – Bling, Name Brands, Material Status
7.     The Stupid underestimate obstacles – See #3
8.     The Stupid stubbornly rely on what worked for them in the past – doing nothing
9.     The Stupid claim others are out to get them & keep them down.

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