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    Yes, my DH pointed that out to me with a great degree of malicious enjoyment, actually. grin He maintains that he could have told the authors that without any fancy data analysis, after living in a Dilbert world for so long. wink


    Schrödinger's cat walks into a bar. And doesn't.
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    Bostonian, there is a potential second contender in the explanations department.

    What percentage of people working for ETS do you suppose are Ed.D.'s, anyway?

    Hmmmm.... whistle



    Schrödinger's cat walks into a bar. And doesn't.
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    Originally Posted by Dude
    Originally Posted by HowlerKarma
    Check. out. those Ed. D. numbers.... whoahhhhh-- is it just me, or is it more than a little bit appalling just how far into the third quadrant those people were, here?? eek

    I was quite amused by business majors as well (figure 2).

    It's not surprising when the standardized test for admission is elementary level for math! I once got into a debate with a prof who argued that our whole class was 120+. Business degrees are the biggest money grab since law school.

    But, in all seriousness, there's a lot of heterogeneity of talent in the market across schools. The top schools have a quite deep talent pool. My class was mostly engineers, entrepreneurs, economists, mathematicians, bankers, and scientists with graduate degrees. Some of the smartest people I've met have MBAs. But, I'm biased. wink



    What is to give light must endure burning.
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    I am intrigued by this study and find it validating. As a psychologist, and as a parent of two gifted kids, I have always recognized how strongly spatial skills correspond with a certain type of intelligence. These skills need to be identified earlier and nurtured. They not only correspond with STEM fields, but also with music, art, strategic planning, conceptual abilities, etc.

    Rudimentary verbal and math aptitude tests just don't pick up on this. Spatially gifted kids are overlooked and these skills are rarely challenged. Some parents may notice them and encourage their children to become involved in robotics, chess, art, etc. But schools need to pick up the pace and offer more opportunities.

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