This seems accurate! The online appendix provides a clearer definition of terms. Also of note:
$25k + no college = not working class
$25k + college = not working class
![Screenshot of pp. 5-6 of the online appendix for report discussed in thread. Link to appendix: https://winometer-appendix.com/
Text in the screenshot reads:
2. Defining social class
The report’s primary class definition follows our Williams–Abbott Class Gaps report, broadened slightly to make fuller use of the data. The working class (WC) is respondents with no four-year college degree and a household income in roughly the middle of the national distribution (about $30,000–$150,000). The middle/upper class (MUC) comparison group is respondents with a four-year degree and household income of at least $80,000. Respondents who fall in neither group (e.g. low-income college graduates, high-income non-graduates) are unclassified on this scheme and are excluded from class contrasts but retained for full-sample estimates. For robustness we also report an education-only cut (WC = no four-year degree; MUC = degree). The table gives the unweighted respondent counts under each.
[Table]
Class scheme | Working class | Middle/upper | Unclassified
Income × education (primary) | 14,587 | 8,076 | 16,604
Education only | 25,753 | 13,514 | 0
“Unclassified” respondents do not meet either the WC or the MUC criteria under that scheme; they remain in full-sample (population) estimates but not in WC-vs-MUC contrasts.](https://cdn.bsky.app/img/feed_thumbnail/plain/did:plc:zkzlgc2ck4h64y7sk7j5ljif/bafkreif6bcsiivz7uc2qcuycgt3pau2bfgxvyhcmss5a37djlsdjsugw7q)
Rob Wisc
@robwisc.bsky.social
331 followers 461 following 611 posts
US educational policy | political economies | community organizing | labor
![A screenshot of a paragraph from page 395 of the linked article. The text on the screenshot reads:
Third, we extend the understanding of the relationship between test scores and academic performance. Our finding that test scores are highly predictive of academic performance at Dartmouth is consistent with much of the literature (Comeaux and Sánchez 2020; Bettinger, Evans, and Pope 2013; Saboe and Terrizzi 2019; Wittman 2024; Friedman, Sacerdote, Staiger, and Tine 2025). Furthermore, Chetty, Deming, and Friedman (2023) show that in elite institutions, holding family income constant, test scores are also predictive of career success, including earnings and graduate school attendance. Importantly, the relationship between academic performance in college and test scores is quite similar across subgroups, including subgroups by income, gender, and more versus less advantaged high school; there is no evidence that underrepresented groups outperform at Dartmouth for a given test score. [3] In contrast, Chetty, Deming, and Friedman (2023) show that certain non–test score inputs used in the admissions process (e.g., guidance counselor recommendations) are not predictive of college performance but are biased toward higher-income students and contribute toward differentially higher admission rates of higher-income students conditional on test scores.](https://cdn.bsky.app/img/feed_thumbnail/plain/did:plc:zkzlgc2ck4h64y7sk7j5ljif/bafkreibbazszmnrlzdwovm7khwp6nynspzni5oyq3rkhkuwqcw4c7f5vka)
![Screenshot of a section from page 2 of linked pdf. The text in the screenshot reads:
Transparency and Merit in Admissions
As a public institution, the UNC System has a special obligation to fair access for all students. We know that’s best accomplished by telling prospective students, plainly and in advance, what is required of them. The UNC System publishes common minimum eligibility and high school course requirements, which include one of the nation’s most rigorous core course requirements, with completion of four
mathematics, four English, and three science courses required for admissions eligibility at all UNC System institutions. For students entering in fall 2026 and thereafter, the UNC System requires a minimum weighted high school GPA of 2.5. Applicants with a weighted GPA of at least 2.5 but below 2.8 must also submit an ACT score of at least 17 or an SAT score of at least 930. Our institutions also may accept the Classic Learning Test entrance exam as an optional submission. Our public guidance makes equally clear that meeting these minimums establishes eligibility for consideration; it does not guarantee admission to a particular university or academic program. Each institution publishes additional merit-based standards for admission to the institution or to a particular program, with varying
levels of selectivity depending on the mission of the particular institution or school. See UNC Policy 700.1.1 - Policy on Minimum Eligibility Requirements for Undergraduate Admission for the University of North Carolina; 700.1.1[R] - Regulation on Minimum Eligibility Requirements for Undergraduate Admission for the University of North Carolina.](https://cdn.bsky.app/img/feed_thumbnail/plain/did:plc:zkzlgc2ck4h64y7sk7j5ljif/bafkreifblmlwnyoxwthkepq2waj3s226j6kzraa57wmyiymlu7c44rfg6m)
![Screenshot 1 of 3 of the job posting available at: https://apply.interfolio.com/188031
The text reads:
Senior Research Scientist (Prof Haidt)
New York University: NYU - NY: Leonard N. Stern School of Business: Business & Society Program Area
Location Remote
Open Date Jun 11, 2026
About the Lab
The Tech & Society Lab at NYU Stern, led by Jonathan Haidt and managed by Zach Rausch, is the research home of one of the most influential bodies of work on technology, adolescent mental health, and social behavior. The Lab sits at the intersection of rigorous academic research and real-world impact — generating the evidence base that drives policy, shapes public discourse, and informs the work of The Anxious Generation Movement organization. We are in an active growth phase, expanding our research agenda, team, and institutional footprint.
The Role
The Research Writer’s primary role is to help shape major arguments about technology’s impact on society to advance the goals of the Tech and Society Lab. The role sits at the intersection of research, communications, and editorial development.
The Research Writer will work closely with Jonathan Haidt, Zach Rausch, and the broader lab team to develop essays, rapid-response pieces, literature syntheses, and research-driven public writing across various channels, including After Babel, academic publications, policy briefs, and major media outlets.
In this role, you will help the lab clarify and refine its positioning on emerging issues within our core areas of focus and help the Lab stay intellectually current in a rapidly changing technological environment.
This role is highly collaborative and creative. You’ll help bring the Lab’s ideas to life while also developing your own research-driven writing within the Lab’s core areas of focus. While there will be room for broader conceptual exploration, the primary focus of the role will be advancing the Lab’s existing research and public communication agenda. [...]](https://cdn.bsky.app/img/feed_thumbnail/plain/did:plc:zkzlgc2ck4h64y7sk7j5ljif/bafkreiepptgbhzycqyqhszi33mzoxahbqw5lknmzinugprbyjowjomo2qm)
![Screenshot 2 of 3 of the job posting available at: https://apply.interfolio.com/188031
The text reads:
Key Responsibilities
1. Writing, Speaking, and Editorial Development
Work closely with our executive, research, and policy teams to develop essays and arguments into publishable pieces
Draft, ghostwrite, co-author, and edit essays, op-eds, Substack posts, policy briefs, and research-driven public communications
Shape the framing, structure, tone, and argumentative clarity of public-facing work
Translate complex empirical research into clear and accessible narratives for broad audiences
Contribute to rapid-response analysis of new studies, policy developments, and media narratives
In partnership with senior editors, manage a pipeline of essays and strategic communications from idea stage through publication
Adapt writing across different voices, audiences, and formats while preserving author voice
As appropriate and at the discretion of the Chief Researcher, communicate to media and other stakeholders on behalf of the Lab on background and/or public-facing materials
2. Research Synthesis and Strategy
Produce literature reviews, synthesis memos, research roundups, and background briefings
Support deep-dive research projects across the Lab’s core focus areas
Connect empirical findings to broader questions involving education, social development, democratic life, institutional trust, and human flourishing
3. Emerging Technology Research
[truncated]
4. Supporting the Lab: Research Vetting and Quality Assurance
Help the lab maintain and grow its intellectual credibility.
Vet public-facing submissions and drafts for rigor, evidence quality, fairness, and accuracy
Evaluate whether arguments appropriately reflect the broader state of the field and the lab’s standards for evidence
Provide ongoing QA support across research and writing projects throughout the lab
Help ensure consistency between academic evidence, public claims, and strategic communications](https://cdn.bsky.app/img/feed_thumbnail/plain/did:plc:zkzlgc2ck4h64y7sk7j5ljif/bafkreiazenxucbbnj6ja7poslnpsmgdpt62u4v2hawwehxy3mska274rtq)
![Screenshot of Table 5 on p. 30 of linked document. The text above the table reads:
Based on the distributions for LEAs from the 2024 Dashboard, CDE recommends that the SBE adopt the Growth Performance cut scores for ELA and Math as shown in Table 5.
Table 5: Suggested Cut Scores for ELA and Math Growth Performance
Table 5 has two columns and six rows. The first column is labeled Status Level; the second labeled Status Cut Score. The following text summarizes the table in the format "Status Level" [dash] "Status Cut Score":
Level 1 - 20.1 points below or fewer
Level 2 - 20 points below to fewer than 5 points below
Level 3 - 5 points below to fewer than 5 points above
Level 4 - 4 points above to fewer than 20 points above
Level 5 - More than or equal to 20 points above](https://cdn.bsky.app/img/feed_thumbnail/plain/did:plc:zkzlgc2ck4h64y7sk7j5ljif/bafkreiaioo222nfrr7bpguzl5ii73h45hlqiubfbjikirydzmrhojemnaa)
![Screenshot of a part of the website: https://www.republicanleader.senate.gov/newsroom/research/even-liberal-legal-experts-admit-judge-kavanaugh-is-a-superstar
The text in the screenshot reads:
NEAL KATYAL, Former Obama Administration Solicitor General: “I think it’s very hard for anyone who’s worked with [Judge Kavanaugh], appeared before him, to frankly say a bad word about him. I mean this is a[n] incredibly brilliant, careful person … [H]e’s legendary for his preparation … Judge Kavanaugh reads every one of those [Supreme Court] opinions, sits down with his clerks on Fridays and goes through them. Each one. Every single opinion.” (“Scholars & Scribes Review the Rulings: The Supreme Court's 2017-2018 Term,” The Heritage Foundation, 7/10/2018)
KATYAL: “In my practice we basically have a rule: if there’s a Kavanaugh clerk who applies, we hire that person.” (“Scholars & Scribes Review the Rulings: The Supreme Court's 2017-2018 Term,” The Heritage Foundation, 7/10/2018)](https://cdn.bsky.app/img/feed_thumbnail/plain/did:plc:zkzlgc2ck4h64y7sk7j5ljif/bafkreibagwh624rlyfqbxfyoj5ld5m4mbqcli7xmro2vfdqvdvycsmjjm4)
