Things @thejointstaff should have known before embarking on #PME reform (1/3):

* avg war college/ILE graduating class gpa since Goldwater-Nichols
* # of failed/dropped students
* avg undergrad gpa of all students since G-N
* sources of undergrad degrees of all students since G-N
(2/3)

* undergrad majors of all students since G-N
* % of grads who go to COCOM/JS billets
* avg # years between PME graduation and COCOM/JS billet
* undergrad school, major, gpa, war college standing of those who go to COCOM/JS billets
(3/3)

After all, among the best practices we try to teach #PME students is gathering data before jumping to conclusions (and not framing their research question in terms of "proving" what they already believe to be true).
(+1) The entire premise of the Dunford-Mattis "stagnation" critique was: we had this one staff officer who& #39;d graduated PME and couldn& #39;t do what we wanted them to do, so obviously it was PME& #39;s fault because it should have taught them to do what we wanted them to do.
(+2) Now if we want to be all hoity-toity "academic" about it:
H0: No correlation between PME curricula & an officer& #39;s performance
H1: If an officer in a JS billet fails, it& #39;s because PME failed to teach them
H2: If an officer in a JS billet fails, it& #39;s because of the officer
The Dunford-Mattis critique & new JCS "vision" are both premised on Hypothesis 1, but neither actually *tests* the hypothesis (least of all against the null H0). Instead, both are tautologies that simply restate the original hypothesis as conclusion, thus

H1 ∴ PME stagnant, QED
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