I agree with this. The movement to and from the very top percentile is much more important that this talk of quintiles.
But I don't think my original statement is anti-merit. If I teach my five year old to use VI and write C, and she becomes some sort of genius due to the training I have given her, doesn't she therefore have more 'merit'? Certainly being in a higher quintile would make me more likely to teach her those things.
But I don't think my original statement is anti-merit. If I teach my five year old to use VI and write C, and she becomes some sort of genius due to the training I have given her, doesn't she therefore have more 'merit'? Certainly being in a higher quintile would make me more likely to teach her those things.