Merit in Education — Essential for Loudoun VA Economic Development

This is an informal discussion based purely on personal, professional experience and opinion.

Specifically for high-tech, scientific or advanced research companies (as well as many others, but I’ll stick with my own expertise), influence of workforce development and the talent pipeline must extend as far back as possible into the future employees’ academic and professional development. Students’ achievement based solely on intellectual merit is the critical constant, regardless of any other circumstances or profile attributes, actual, asserted or inferred.

Without measurable intellectual achievement, capability and skill, success in hiring is diminished — and we may not end up with the best possible team designing future celestial navigation systems and AI for interstellar travel (and therefore we’re lost in space). This affects not only a company, but the economic success of the company’s geopolitical business ecosystem — for example Loudoun County/Northern Virginia’s economic development outcomes (more businesses, more jobs, more economic output in comparison to competing jurisdictions).

Let’s work backwards from the hiring decision, identifying the merit factors required — without which, results in less confidence and observable, objective evidence that the best candidate available is available and chosen.

The AI team needs someone with a physics/astronomy background, a great candidate who can learn quickly, deliver rapid impact, set a foundation for future success of the science, mission results, business revenues, growth and additional funding sources. A tall order, indeed. The job description is published. The key requirement is a Master’s, PhD or candidacy in aligned subject areas — since it’s essentially entry-level, not willing to hire those with extensive (and therefore expensive) employment histories. This is a very competitive role with many current and future, tangible and intangible benefits, only one available.

The graduate status and details, which may include grades, publications, training, research projects (in absolutely or very relevant topics) — reflect observable, objective merit achieved. Advanced, focused, standout achievement in a very competitive market (i.e. small number of opportunities), and these details set apart a candidate. These are by far the principle details that matter, for mission success — though other “soft-skills”, experiences, relationships, hobbies, fast-learner demonstration, cultural alignments (i.e. DEI elements) may help complete the picture (as asserted by the candidate, and perhaps observable via online, public social media/ publications) of a more or less successful, collaborative team member.

This is an overwhelmingly merit-based decision, by hiring managers/teams with very precise goals and objectives.

In order for candidates to have entered these very competitive post-graduate programs, they must demonstrate the merits of their intellectual potential, and to a lesser extent, their ability again to work well with others, i.e. the graduate community and researchers in the pursuit of collective goals and outcomes — business, scientific/engineering, social satisfaction. Merit-based admission criteria are clear — standardized test scores, grades, difficulty of coursework (in STEM subjects), academically-relevant awards, community and participation recognition (including references from named sources, each reflecting their own success factors). Those with the highest objective merit factors are the first and most often chosen — though DEI-related factors are more and more part of the non-merit equation for graduate school admissions, particularly Medical Schools, over the past decade.

In order for candidates to build the most objectively competitive college or other post-secondary school or work resume, demonstrating the merits required for admission to graduate school, they must participate and objectively succeed in academically rigorous, STEM-relevant programs, pursuits, contests and evaluations. Building a community of demonstrated relationships among like-minded, like-engaged influencers, teachers, researchers, business resources. Can this be done at a small liberal-arts college? Not very likely. At one of our nation’s well-supported, STEM-advanced universities, colleges and internal Departments (or online programs)? Yes, but measured, recognized, rewarded success of graduates from these schools itself is objectively measured, and a shorter list emerges of those schools consistently graduating the most competitive candidates for the most challenging roles and programs. These schools generate the highest merit factors for post-grad admission. Note that post-grad work experience and success also can generate more or less useful merit factors (and is more and more often a substitute for college experience) — though objective measurement of these merits is highly-dependent both on candidate interviews and business market research.

College hobbies, extra-curriculars/clubs, volunteerism, sports involvement — these aren’t generally merit factors for graduate school admissions, unless closely related to the intended program, constituents or missions of study and research. Generally, student personal factors like environment, economy or family-support become less relevant (than in high school) for these now (mostly) young adults — though the past decade has seen more focus on this, particularly during the pandemic.

In order for candidates to get into the most competitive college, other post-secondary education or employment programs — they must (during High School) generate and demonstrate objective, merit-based factors these programs are seeking. I’ve observed the most successful (based on post-grad accomplishments) College STEM students generally are able to demonstrate highly-competitive measures in the following merit factors:

• Standardized tests/ written or oral evaluations — though many colleges are no longer require these, high scorers generally continue to submit them
• High GPAs — in the most advanced subjects the school has to offer
• Awards in independently-evaluated academic contests, science fairs, innovation challenges, etc. — the more national/international, the better
• Very positive and compelling recommendations from teachers, business, community or other leaders and relationship networks with well-evidenced expertise and experience
• Well read and fairly-evaluated publications or other public output
• Participation and rational success explanation in relevant, well respected events, activities, internships, part-time employment, entrepreneurship

College entrance evaluation (not post high-school employment) takes into account far more non/soft-merit” factors, as the candidate pool and non-standard diversity of experience and opportunity is so broad (both in the US and with global demand). Also, the merit factors described above can be highly influenced by all kinds of factors outside the control of non-adults, including environment, economy and family support. High-school clubs, sports, music, volunteerism — all the great things students do beyond academic work (and very important to developing their personal and community growth and maturity) — these are generally non/soft-merit (i.e. “leadership”) factors for admission to college, other post-secondary programs or work. Some lucky or privileged children gain academic (i.e. non-sports scholarship) admission through alternative means (i.e. no merit at all), such as legacies, financial contributions, personal/employer relationships or other influence of the parents.

In Virginia, the “Tech Talent Pipeline” investment program serves exactly the constituents in the educational and hiring pipelines discussed here. At the college level, participating programs offer additional and accelerated courses, degrees and training for connecting capable, enthusiastic and qualified STEM (Computer Science focus) students with future employers. Criteria for “qualification” is absolutely merit-based — i.e. generally GPAs over 3.3 in relevant majors or general studies, with supporting recommendations and other documentation.

In order for candidates to gain the opportunity to participate in and demonstrate the most competitive college entrance merit factors listed above, they must find their way into a high school environment conducive to this. One that supports and prepares students for the coming pure facets of meritocracy in education and the workplace. Many public and private high schools will work, though some more than others. STEM magnet schools (such as TJHSST/ Loudoun’s AOS/AET) are first in this list, with their focus on college-level STEM work and research. Merit-based identification of prepared students with high potential for success in these very rigorous programs is essential, to sustain the highest level of achievement and preparedness for the most competitive college opportunities, as well as sustaining the highest levels of staff expertise, modern equipment (frequently contributed by sponsoring businesses) and academic currency in curriculum. This is done through standardized and focused testing and evaluated writing/problem-solving, middle school grades and awards, extracurricular competitive, business or community successes, plus objective and fair teacher or community assessments.

Loudoun Focus: Unfortunately, TJ and Loudoun AOS/AET have now removed (2021) traditional merit-based factors (test scores) from admission decisions. TJ’s application process in particular described evaluating demonstration of “enhanced merit” — though this is not limited to academic merit, rather includes very subjective and quota-driven socio-economic and diversity merits. This is an extremely unfortunate setback in building Virginia’s talent pipeline, with a negative impact on unprepared students as they struggle with college-level courses and avoid advanced academic subjects, particularly STEM. Only to be exacerbated by the pandemic and excessive remote learning mandates, generating so many adolescent mental health issues. On top of LCPS exams removal and an inexplicable, time-wasting focus on Virginia SOL test preparation, that prepares most advanced students for nothing at all of usefulness in the STEM workforce. These are setbacks which will be hard and long to recover, and are soon to be of disastrous impact to Loudoun and Virginia economic development progress (apart from the economy-friendly, community-unfriendly data center windfalls). This means a smaller pipeline of acceptable talent is available to employers with advanced roles to offer, from Loudoun-educated students; from the very large numbers of small tech contractors and startups, to the coming Amazon juggernaut in Arlington. This is a pipeline which therefore will be filled out-of-county and out-of-state employees. Promisingly, our new Governor Youngkin’s education platform includes a reset to focus and reward merit-based success, for example to “protect advanced math classes and the use of advanced diplomas.”

Well-funded public, private and parochial schools with engaged staff, parents and communities are also environments within which to generate these merits — admission here can be a matter of luck or privilege, depending where you live, family finances, other support, Some private schools require middle school grades and other merit reporting for admission. However, most important is the support of adult roles, particularly parents and family, as advocates to shape the attendance to a particular school and alignment within that school to the most competitive opportunities. It is very difficult (but not impossible) to achieve the merits listed above, competitively against all other high schoolers, outside of supportive high school contexts as described.

Note I don’t talk about whether individual student “potential” exists — so many have potential, much unrealized in this country — despite our country’s unique “equality of opportunity” advantages. However, for indicators of potential (which really can’t be objectively evaluated, despite various kinds of IQ/ competency testing used by some private schools and GT programs), there must be output and outcome — and merit factors are essential for competitive assessment.

Therefore, in order for the best AI candidate to surface for this company, this candidate must have already demonstrated very clear, objective, consistent and the highest merit factors when entering a competitive high school, entering a competitive college, entering a competitive post-grad program or employment, and finally in application for this job. That’s primarily what the hiring manager will evaluate, far above all other factors (besides any corporate/ customer mandate or relationship directive). Merit factors directly translated to company goals — that stand far apart from any quota or equity-focused systems. It’s simply unavoidable, and is absolutely essential for the future of this country in a competitive world.

What can a company do, to influence and grow the pool of candidates with the highest merit factors? The investment depends on the education levels, i.e. broader, more shallow and institution-focused before high school, more targeted, integrated and community-focused in high school, and very focused with merit-based inclusion in college and beyond. For example:

• Support middle school science fairs with awards, demos, professional or scientific information-sharing. Hold company exhibitions, open houses with employees, group student events or field trips. Sponsor a school.
• Support high schools with sponsorship and investments in competitions, class or department resources, summer or weekend internships, free education/training, guest speakers/lecturers, targeted field trips/demonstrations.
• Support colleges with directed investment and technical support (to specific departments/ research), PT internships/jobs for students, job fairs for seniors, merit-based scholarships, focused free training, sponsored trips/exhibits, merit & interest-based collaboration between students and the business/government community.
• Support graduate programs with directed investment/grants for research, travel, corporate/academic collaboration.

All of these measures will help generate more students with better merit demonstration, consistent with the company’s talent pipeline and workforce development requirements, goals and objectives.

This perspective is informed, personal opinion, based on observations from my own 3 decades of STEM employment/ hiring/ company-building, 4 children through Loudoun/Virginia magnet/public/private high/college and grad schools, and as a Loudoun County Economic Development Advisory Commissioner, TJHSST parent volunteer and Loudoun AOS strategic parent advisor.