Her editorializing title is wrong (and also not in the original MIT
article or researcher quotes) - which should be unsurprising for a
blog highlighting growth mindset, emotional intelligence, creativity,
and what seems like every other dubious panacea & fad in educational
psychology.
The fact that some grade changes do not far-transfer to intelligence
is not surprising, nor that you can find lower g loadings, and it
can't meaningfully change the overall correlation between grades and
intelligence. The grade/IQ correlation was r ~ .5 before, and it will
be r ~ .5 afterwards - because the existence of school variations is
*already* influencing that <1 correlation! We already calculate the
correlation of standardized tests and fluid intelligence in a
population subject to such differences. There is nothing new there,
and to the extent that there is, it will not arithmetically make
standardized tests a noticeably worse measure of fluid intelligence
because their causal estimate, for example, is based on... what, 100
students in the charter schools? There are >50,000 students in the
Boston public school system:
https://en.wikipedia.org/wiki/Boston_Public_Schools
--
gwern
https://www.gwern.net