单选题
One of the most popular ideas of our time is the notion that in judging a young person's future success, we've become imbalanced, giving too much credit to whether a child has learned the stuff of textbooks, and too little value to whether that child has learned the stuff of real life. The (67) is a whole collection of behaviors and skills, from creativity to emotional-intelligence to self-discipline to (68) judgment. In this model, the elements of real life success are characterized as highly generalizable, useful (69) from the urban street corner to the meeting room. (70) , the elements that go into (71) learning are characterized as being (72) applicable, useful only for getting into college. It's commonly said that the SAT, (73) in a senior year of high school, has only about a 40% correlation (相关性) with a student's freshman year college GPA. If it's that (74) at predicting how well a kid does in college, just one year later, then how could it predict longer-term (75) in life, when other factors become increasingly important? I've always had a (76) feeling about the 40% correlation (77) . There are two self-selection problems that make it really hard to (78) the data. First, high schoolers of (79) abilities apply to different schools—the strongest students apply to one tier of colleges, and the average students apply to a (80) ambitious tier, with some overlap (重叠). Second, once students get to a college, they (81) in classes they believe they can do well (82) . At each of these colleges and courses, students might average a B grade, but the degree of difficulty in (83) that B is not comparable. It turns out that an SAT score is a far better (84) than everyone has said. When properly (85) the self-selection bias, SAT scores (86) with college GPA around 67%. In the social sciences, that's considered a great predictor.