Freddie deBoer, in what may be one of his last posts: "I think it’s a noble and necessary goal to help identify talented students from poor families. The point is that it’s odd to think of this as a project for increasing equality as such. We’re simply looking for more “diamonds in the rough,” and hopefully helping to pull them out from their peers – who are thus left even further behind. Here’s a point to stress: the very purpose of educational testing is to identify inequality. That is, we develop and administer tests precisely to better understand how students are not the same. …
"we talk about education as fulfilling two functions that are not just in tension with each other but directly contradictory: education is discussed as a tool for creating greater socioeconomic equality, and as a system for identifying excellence and rewarding it with status and economic opportunity."
Cool new paper by Jeremy Freese and others: “Accurate understanding of environmental moderation of genetic influences is vital to advancing the science of cognitive development as well as for designing interventions. One widely reported idea is increasing genetic influence on cognition for children raised in higher socioeconomic status (SES) families, including recent proposals that the pattern is a particularly US phenomenon. We used matched birth and school records from Florida siblings and twins born in 1994–2002 to provide the largest, most population-diverse consideration of this hypothesis to date. We found no evidence of SES moderation of genetic influence on test scores, suggesting that articulating gene-environment interactions for cognition is more complex and elusive than previously supposed."