Thanks once again to the edublog linking queen Joanne Jacobs, a December Scientific American column by psychologist Scott Barry Kaufman caught my attention. And it should yours, too.
The author unpacks a study of Boston students that found while some schools improved performance on standardized academic assessments, they didn’t really improve measures of cognitive ability. In other words, better schools boost scores on math and reading tests, but those students’ brain skills still are functioning about the same.
Kaufman begins the column by citing some of his own recent research that unsurprisingly shows “good standardized test takers also tend to have high cognitive ability.” I am curious to see more about how the two results mesh. As more schools increase test scores without registering an effect on brain skills, does the identified relationship or tendency fade? Continue Reading »