High school students with non-core special intelligence take too many courses exclusively designed to enhance core intelligence. Skills associated with all kinds of special intelligence are socially and economically rewarded, provided minimal core intelligence skills for a given career are achieved. Grades for all levels should measure skill development in all kinds of intelligence. Students with high core intelligence will realize that other kinds of intelligence are important and students with non- core special intelligence will realize all kinds of intelligence are equally important. Education ignores intelligence being normally distributed.
People take academic courses substantially beyond their capabilities.
The world does not pay people with average mathematical ability to do algebra. A realistic appraisal of all intelligence should be made at times when intelligence can be properly measured. Students and parents will understand the need to investigate and determine appropriate education and training. 1 Howard Gardner 's Multiple Intelligence defines these eight kinds of human intelligence. Mathematical-logical and Verbal intelligence represent core intelligence .