> A slow-moving train wreck is still a train wreck.
It's. Not. A. Train. Wreck.
There is a high signal NOW, due (very obviously) to a well-understood and well-characterized effect visible up and down social metrics in all societies where they have been measured.
What I'm saying is that pretending to ignore this very obvious hypothesis in order to push a personal theory about "grade inflation" or whatever and demanding the rest of us freak out about the implied "train wreck" is just bad logic.
Usually that kind of argument is the result of ideological bent, not considered thought.
When I brought up grade inflation, I meant it as a factor of a different kind than { COVID, phones, generative AI, ... }. Grade inflation is the reason why the decline is deceptive.
> > What aside from grade inflation explains why those students in the UCSD report had high grades but had to take remedial math class?
> > Also, what even is the ideological angle here? I'm the only one talking about grade inflation here (well, one other person mentioned it, but surely not to be "anti-woke").
It's. Not. A. Train. Wreck.
There is a high signal NOW, due (very obviously) to a well-understood and well-characterized effect visible up and down social metrics in all societies where they have been measured.
What I'm saying is that pretending to ignore this very obvious hypothesis in order to push a personal theory about "grade inflation" or whatever and demanding the rest of us freak out about the implied "train wreck" is just bad logic.
Usually that kind of argument is the result of ideological bent, not considered thought.