2/2 But a much larger proportion of people can. Moral of the story: Don't reflexively assume that outlandish health care costs (e.g., thousands of dollars for a few hours in the ER) always mean you're at the mercy of your insurer. Ask the price. Sometimes it's not a big deal.

Is the text going to be posted anywhere online?

Okay, I'll bite: What does "long eighteenth century" refer to?

No personal experience, but friends' experiences indicate to me that academics underestimate how much the corporation will pay. And if you come in too high, corporations are used to negotiating. So I'd recommend going with "ridiculously big."

Opinions differ.

2/2 by the top tier for "holistic" reasons. Your 2025 entering class will be sensationally talented. Within a few years, you will be flooded with top applicants, a high proportion of which have parents who can pay full tuition. Your prestige will have soared.

Happy to be of service.

2/2 to college" mindset, stop treating vocational training as a second-class option with second-class resources, and keep the academically gifted from getting bored through advanced classes that have the added advantage of inducing humility by pushing them to their limits. It would be a start.

1/2 My definition of success in education is that every student reaches adulthood having discovered something that they enjoy doing and having learned how to do it well. For K-12, that starts with far more detailed and sophisticated assessments than kids get now. Then dump the "everyone should go

Turned out that one of my posts had been too long. Fixed and the threat has been posted.

6/6 Unknowns" psycnet.apa.org/buy/1996-026... and “Bias in mental testing since _Bias in Mental Testing_” doi.org/10.1037/h008..., which summarizes Jensen's conclusions in the 1989 book and subsequent research from 1989–99. Nothing much different has been found since then.

5/6 are greater for items that contain cultural material than items that are purely mathematical or abstract. The answer is that the B/W difference is generally larger on abstract items.

A few ources for checking these statements are the report of the 1995 APA task force, "Intelligence: Knowns and

4/6 be evidence of bias. Predictive validity has also been explored dozens if not hundreds of time. I am not aware of any significant study that has found underprediction. Some have found overprediction.

A third strategy, not as powerful, is to ask whether ethnic differences in scores

3/6 criterion is measurement invariance, the major tests are not biased against any ethnic group.

"Predictive validity" asks if the test underpredicts a criterion measure. An obvious example: Do SAT scores underpredict the actual academic performance of blacks once they get to college? That would

2/6 The statistics are complex, but you can think of it this way: Suppose that an item in a test were among the easiest to answer correctly for Asians, Whites, and Blacks, but among the hardest for Latinos. That would suggest bias against Latinos. Multiple investigations have verified that if the