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3. Education overestimates the minimum core intelligence skill requirements associated with most careers. Too many students with average core intelligence fall behind and stop learning because they are required to learn at a pace that will get them through four years of college preparatory math, science, and English. Group A graduates have core skills beyond what is required for their career and Group B graduates do not have the intelligence core skills required for their career. Education made Group A over achieve at the expense of their own non-core intelligence and Group B's core intelligence. Elementary and middle school curriculums should be simplified with materials required for those going beyond minimum skill levels being eliminated. Stick to the basics until high school. Students with a high level of non-core intelligence required by a career will not be excluded because of a lack of core intelligence which is not necessary for their career.
4. Education under- estimates the minimum non-core skill requirements associated with most careers. Many students with high non-core skills do not realize the importance of these skills. Students with low non-core skills are not aware that these skill are important. Self-esteem of both groups is adversely affected. Many students possessing high non-core intelligence develop related skills after leaving school and succeed while many other students with some potential in these areas do not develop said skills and under- achieve. Curriculum design should give equal weight to non-core intelligence-related skills and core-related intelligence skills. Students will leave high school better prepared for the world of work. Fewer students with high core intelligence will fail because they did not enhance their non-core intelligence.
5. Education encourages the fulfillment of all special intelligence potential, regardless of the student's level of intelligence and the competitiveness of their chosen career. Many students invest greatly to educate their special intelligence for an extremely competitive career field for which their special intelligence is below minimum. Being in the top 10-15% is rewarded economically for some kinds of special intelligence (math, verbal, and interpersonal for business careers) and not for others (bodily-kinesthetic and musical for professional entertainment careers). People whose career choice is in a very competitive area should be sure to develop their special intelligence for other less competitive careers. Students unable to find work associated with a competitive career choice may be successful with their less competitive career choice.

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