There is more to that too. John Taylor Gatto wrote about elite schooling and their focus in different matters and how elite schooling is more like a networking experiment before you can enter in that exclusive club. But that is too far away from the topic, I'll leave some videos about that, from the most succinct to the most detailedExplained very well. This really explains why parents would spend hundreds of thousands in bribe money and/or really push their kids to study 80 hours a week to get their kid into an elite university when in theory the kid could go to a less famous university (assuming he/she is a fairly decent student), work very hard to get good grades, and transfer to the elite university in 2 years. My guess is such transfer students are also seen as second class within the elite universities and they lost valuable networking opportunities because the cliques are often formed in the freshman years.
"They only recruit at the most elite colleges, and they want recruits to be attractive, energetic, articulate, socially smooth, and have had elite personal connections, jobs, and extracurriculars. They don’t that much care about your grades, what you’ve learned, or what you did in your jobs or extracurriculars, as long as they were prestigious."
This helps explain why many highly competent people will do fairly well in organizations (to include politics), but often can't rise to the very top of the pyramid.
Keep in mind that his writing is 30 years old. He observed that elite schools focused a lot in rethoric and dialects, both in writing and speaking. I won't post more about this because it is off topic but you can send me a private message.
Quoted from Classicallearner
Gatto studied the curriculums of the most prestigious private schools in America. He found 14 lessons taught at these elite institutions that are not taught to the general public.
1- Students form a unique theory on human nature. What makes people tick. The theory is derived from history, philosophy, theology, literature, and law.
2- Strong experience with active literacies: Reading, writing, and public speaking.
3- Insight into major institutional forms: courts, corporations, military, and education.
4- Repeated exercises in good manors and politeness.
5- Independent work – students drive 80% of workload.
6- Physical sports are a necessity.
7- Students form a “theory of access” on how to get access to any person or institution.
8- Responsibility is an essential part of the curriculum. Always take responsibility when offered and always deliver more than is asked.
9- Arrival at a personal code of standards. Students create their own standards of production and standards in morality.
10- Be at ease with the arts. Art, music, sculpting, architecture, painting, dance, design, literature, and drama.
11 The power of accurate observation and recording.
12- The ability to deal with challenges of all sorts. Can a shy student routinely engage in public speaking?
13- A habit of caution in reasoning to conclusions.
14- The constant development in the testing of judgment. Make long range predictions and the track how accurate they are.