I recently received a few IQ-related questions. Now, IQ is not my specialty, so I do not feel particularly adequate for the task, but I’ll do my best. I recommend anyone really interested in the subject read Pumpkin Person’s blog, as he really enjoys talking about IQ all the time.
I wanted to ask if you know any IQ test on the internet that is an equivalent to the reliable tests given by psychologists?
I suppose it depends on what you want the test for. Curiosity? Diagnosis? Personally, I suspect that the average person isn’t going to learn very much from an IQ test that they didn’t already know just from living (similarly, I don’t think you’re going to discover that you’re an introvert or extrovert by taking an online quiz if you didn’t know it already from interacting with people,) but there are cases where people might want to take an IQ test, so let’s get searching.
The Wechsler Adult Intelligence Scale (WAIS) is an IQ test designed to measure intelligence and cognitive ability in adults and older adolescents. The original WAIS (Form I) was published in February 1955 by David Wechsler, as a revision of the Wechsler–Bellevue Intelligence Scale, released in 1939. It is currently in its fourth edition (WAIS-IV) released in 2008 by Pearson, and is the most widely used IQ test, for both adults and older adolescents, in the world.
Since IQ tests excite popular interest but no one really wants to pay $1,000 just to take a test, the internet is littered with “free” tests of questionable quality. For example, WeschlerTest.com offers “free sample tests,” but the bottom of the website notes that, “Disclaimer: This is not an official Wechsler test and is only for entertainment purposes. Any scores derived from it may not accurately reflect the score you would attain on an official Wechsler test.” Here is a similar wesbsite that offers free Stanford-Binet Tests.
I am not personally in a position to judge if these are any good.
It looks like the US military has put its Armed Services Vocational Aptitude Battery online, or at least a practice version. This seems like one of the best free options, because the army is a real organization that’s deeply interested in getting accurate results and the relationship between the ASVAB and other IQ tests is probably well documented. From the website:
The ASVAB is a timed test that measures your skills in a number of different areas. You complete questions that reveal your skills in paragraph comprehension, word knowledge, arithmetic reasoning and mathematics knowledge. These are basic skills that you will need as a member of the U.S. military. The score you receive on the ASVAB is factored into your Armed Forces Qualifying Test (AFQT) score. This score is used to figure out whether you qualify to enlist in the armed services. …
The ASVAB was created in 1968. By 1976, all branches of the military began using this test. In 2002, the test underwent many revisions, but its main goal of gauging a person’s basic skills remained the same. Today, there is a computerized version of the test as well as a written version. The Department of Defense developed this test and it’s taken by students in thousands of schools across the country. It is also given at Military Entrance Processing Stations (MEPS).
Naturally, each branch of the United States armed services wants to enlist the best, most qualified candidates each year. The ASVAB is a tool that helps in the achievement of that purpose. Preparing to take the ASVAB is just one more step in the journey toward your goal of joining the U.S. armed services. …
Disclaimer: The tests on this website are for entertainment purposes only, and may not accurately reflect the scores you would attain on a professionally administered ASVAB test.
Drawing a page from Pumpkin Person’s book, I recommend taking several different tests and then comparing results. Use your good judgment about whether a particular test seems reliable–is it covered in ads? Does random guessing get you a score of 148? Did you get a result similar to what you’d expect based on real life experiences?
2. Besides that I wanted to ask you how much social class and IQ are correlated?
A fair amount.
With thanks to Pumpkin Person
Really dumb people are too dumb to commit as much crime as mildly dumb people
When dumb children are born to rich people, they tend to do badly in life and don’t make much money; they subsequently sink in social status. When smart children are born to poor people, they tend to do well in life and rise in social status. Even in societies with strict social classes where moving from class to class is effectively impossible, we should still expect that really dumb people born into wealth will squander it, leading to their impoverishment. Likewise, among the lower classes, we would still expect that smarter low-class people would do better in life than dumber ones.
This is all somewhat built into the entire definition of “IQ” and what people were trying to measure when they created the tests.
3. Basically do traditional upper classes form separate genetic clusters like Gregory Clark claims?
I haven’t read Clark’s book, but I’m sure the pathetic amount of research I can do here would be nothing compared to what he’s amassed.
A similar pattern of spousal association for IQ scores and personality traits was found in two British samples from Oxford and Cambridge. There was no indirect evidence from either sample to suggest that convergence occurred during marriage. All observed assortative mating might well be due to initial assortment.
This article reviews the literature on assortative mating for psychological traits and psychiatric illness. Assortative mating appears to exist for personality traits, but to a lesser degree than that observed for physical traits, sociodemographic traits, intelligence, and attitudes and values. Concordance between spouses for psychiatric illness has also been consistently reported in numerous studies. This article examines alternative explanations for such observed concordance and discusses the effects of assortative mating on population genetics and the social environment.
In the Minnesota Twin Family Study, assortative mating for IQ was greater than .3 in both the 11- and 17-year-old cohorts. Recognizing this, genetic variance in IQ independent of SES was greater with higher parental SES in the 11-year-old cohort. This was not true, however, in the 17-year-old cohort. In both cohorts, people of higher IQ were more likely to have ‘married down’ for IQ than people of lower IQ were to have ‘married up’. This assortative mating pattern would create greater genetic diversity for IQ in people of higher IQ than in people of lower IQ. As IQ is associated with SES, the pattern could be one reason for the observation of greater genetic variance in IQ independent of SES with greater parental SES in several samples. If so, it could block upward social mobility among those already in lower-SES groups. I discuss possible involved mechanisms and social implications.
Assortative mating is the individuals’ tendency to mate with those who are similar to them in some variables, at a higher rate than would be expected from random. This study aims to provide empirical evidence of assortative mating through the Big Five model of personality and two measures of intelligence using Spanish samples. The sample consisted of 244 Spanish couples. It was divided into two groups according to relationship time. The effect of age, educational level and socioeconomic status was controlled. The results showed strong assortative mating for intelligence and moderate for personality. The strongest correlations for Personality were found in Openness, Agreeableness and Conscientiousness.
The role of personal preference as an active process in mate selection is contrasted with the more passive results of limitations of available mates due to social, educational, and geographical propinquity. The role of personal preference estimated after removing the effects of variables representing propinquity was still significant for IQ and Eysenck’s extraversion-introversion and inconsistency (lie) scales, even though small.
Some argue that the high heritability of IQ renders purely environmental explanations for large IQ differences between groups implausible. Yet, large environmentally induced IQ gains between generations suggest an important role for environment in shaping IQ. The authors present a formal model of the process determining IQ in which people’s IQs are affected by both environment and genes, but in which their environments are matched to their IQs. The authors show how such a model allows very large effects for environment, even incorporating the highest estimates of heritability. Besides resolving the paradox, the authors show that the model can account for a number of other phenomena, some of which are anomalous when viewed from the standard perspective.
4. Are upper class people genetically more intelligent? Or is there an effect of regression to the mean and all classes have about equal chances to spawn high IQ people?”
…James Lee, a real expert in the field, sent me a current best estimate for the probability distribution of offspring IQ as a function of parental midpoint (average between the parents’ IQs). James is finishing his Ph.D. at Harvard under Steve Pinker — you might have seen his review of R. Nesbitt’s book Intelligence and how to get it: Why schools and cultures count.
The results are stated further below. Once you plug in the numbers, you get (roughly) the following:
Assuming parental midpoint of n SD above the population average, the kids’ IQ will be normally distributed about a mean which is around +.6n with residual SD of about 12 points. (The .6 could actually be anywhere in the range (.5, .7), but the SD doesn’t vary much from choice of empirical inputs.)…
Read Hsu’s post for the rest of the details.
In short, while regression to the mean works for everyone, different people regress to different means depending on how smart their particular ancestors were. For example, if two people of IQ 100 have a kid with an IQ of 140, (Kid A) and two people of IQ 120 have a kid of IQ 140, (Kid B), Kid A’s own kids are likely to regress toward 100, while Kid B’s kids are likely to regress toward 120.
We can look at the effects of parental SES on SAT Scores and the like:
Personally, I know plenty of extremely intelligent people who come from low-SES backgrounds, but few of them ended up low-SES. Overall, I’d expect highly intelligent people to move up in status and less intelligent people to move down over time, with the upper class thus sort of “collecting” high-IQ people, but there are obviously regional and cultural effects that may make it inappropriate to compare across groups.
“Blacks are great!” they proclaim. “I just don’t want my kids to ever interact with one.”
Today we’re talking about school myths:
1. The schools are failing.
“The schools are failing” is a political talking point, a scare tactic designed to drum up votes. It bears little relation to reality.
If you are reading this, then chances are someone taught you to read, and that person was probably a public school teacher.
People come from all over the world to study at American universities; few Americans scatter abroad to study at other countries’ universities.
Our economy has, for the past century or so, been among the most advanced in the world. We’ve created or contributed significantly to the development of cars, airplanes, atomic bombs, computers, vaccines, etc. Oh, and we PUT A MAN ON THE MOON.
And everyone who worked on space program (immigrants excluded) started attending US schools back around 1910-1940. (I suspect our schools have gotten better since then.)
People make a big deal out of US students not scoring #1 in the world in international-comparison tests. What of it? There are lots of countries with smart people in them, and we can’t all be first.
But even granting this, the reports of American under-performance are massively overstated. Let’s compare the 2009 Programme for International Student Assessment (PISA) reading scores for the US and 64 other countries (graph thanks to Steve Sailer, who spent two days combing through PISA data to make it):
Counting only countries that are actually countries (ie not Shanghai,) the US comes in #14. We scored better than 24 European countries, and significantly better than all of the Muslim, Latin American, and “other” countries in the data set.
“Above average among first world countries,” is a perfectly respectable place for a first world school system.
But you may have noticed the red bars in our graph. Yes, the US data is broken down by race, because the US is a significantly more diverse country than, say, Finland. Or Japan.
Asian Americans outscore Asians in Korea, Japan, Singapore, and Hong Kong. (and Taipei and Macao.) The only people on earth who are scoring better than our Asians are Shanghai’s Asians.
European Americans outscore Japan and every European country but Finland.
Latino Americans outscore every single Latino country in the dataset.
No African countries are represented in the dataset (though I hear Trinidad is half black,) probably due to the severe poverty of African countries. Nevertheless, just as African Americans outscore Trinidadians, I am confident that they would also outscore continental Africans were they concluded–there’s a pretty clear correlation here between development level and PISA scores.
In other words, whenever someone says, “American schools are failing,” what they really mean is “American blacks and Hispanics score worse than Europeans.”
Can we do better for our blacks and Hispanics? Perhaps, but any set of reforms that start out based on the notion that “the schools are failing” is highly unlikely to solve the problem of “blacks score worse than whites.”
2. We don’t spend enough on education.
(With thanks to reason.com for the charts.) 3. But we’d do even better if we spent more.
“Actual” in this graph means what it sounds like: the actual amount of money districts spent per student.
“Multivariate Cost- and Need-Adjusted” controls for factors like the number of ESL and special ed. students in a district, (who are counted as multiple students because they cost more to educate;) local cost-of-educating differences, (eg, land for building a school on is more expensive in urban districts than rural ones;) and SES, (so that poor blacks are compared to equally poor whites.)
The authors summarize their findings:
More money is spent in districts with the highest percentages of minority students compared to districts with the lowest percentages of minority students ($4,514 versus $3,920). Although minority students in poverty are often viewed as those least served by current systems of public education funding, these findings suggest that while inequalities may remain for students in poverty, they do not appear to be driven by minority status. …
The distribution of public education resources is substantially more nearly equal than wealth measured by housing values, and somewhat less varied than wealth measured by household income.
State public education allocation systems are the primary equalizing factors of education resources, with some additional equalization resulting from the various federal funding programs. …
When socioeconomic status is measured by cost-adjusted median household income, however, and all other factors are held constant, the expenditures per student between the highest and lowest income groups differ by only $186 ($4,382 versus $4,196). …
Controlling for other school district characteristics, only school districts in the category with the fewest children in poverty spend substantially more per student.
But this is all very abstract. Let’s get a little more specific, with the Kansas City, Missouri (yes there is a “Kansas City” in Missouri,) inner-city school district:
To improve the education of black students and encourage desegregation, a federal judge invited the Kansas City, Missouri, School District to come up with a cost-is-no-object educational plan and ordered local and state taxpayers to find the money to pay for it.
Kansas City spent as much as $11,700 per pupil–more money per pupil, on a cost of living adjusted basis, than any other of the 280 largest districts in the country. The money bought higher teachers’ salaries, 15 new schools, and such amenities as an Olympic-sized swimming pool with an underwater viewing room, television and animation studios, a robotics lab, a 25-acre wildlife sanctuary, a zoo, a model United Nations with simultaneous translation capability, and field trips to Mexico and Senegal. The student-teacher ratio was 12 or 13 to 1, the lowest of any major school district in the country.
The results were dismal. Test scores did not rise; the black-white gap did not diminish; and there was less, not greater, integration.
The project ran from roughly 1985 through 1997. The article gives more details on everything they tried:
Once Clark decided for the plaintiffs, he didn’t ask them to do things on the cheap. When it came time to fill in the plan’s specifics, he invited them to “dream”(15)–to use their imaginations, push the envelope, try anything that would both achieve integration and raise student scores. The idea was that Kansas City would be a demonstration project in which the best and most modern educational thinking would for once be combined with the judicial will and the financial resources to do the job right. No longer would children go to schools with broken toilets, leaky roofs, tattered books, and inadequate curricula. The schools would use the most modern teaching techniques; have the best facilities and the most motivated teachers; and, on top of everything else, be thoroughly integrated, too. Kansas City would show what could be done if a school district had both the money and the will. …
By the time he recused himself from the case in March 1997, Clark had approved dozens of increases, bringing the total cost of the plan to over $2 billion–$1.5 billion from the state and $600 million from the school district (largely from increased property taxes).
With that money, the district built 15 new schools and renovated 54 others. Included were nearly five dozen magnet schools, which concentrated on such things as computer science, foreign languages, environmental science, and classical Greek athletics. Those schools featured such amenities as an Olympic-sized swimming pool with an underwater viewing room; a robotics lab; professional quality recording, television, and animation studios; theaters; a planetarium; an arboretum, a zoo, and a 25-acre wildlife sanctuary; a two-floor library, art gallery, and film studio; a mock court with a judge’s chamber and jury deliberation room; and a model United Nations with simultaneous translation capability.
To entice white students to come to Kansas City, the district had set aside $900,000 for advertising, including TV ads, brochures, and videocassettes. If a suburban student needed a ride, Kansas City had a special $6.4 million transportation budget for busing. If the student didn’t live on a bus route, the district would send a taxi. Once the students got to Kansas City, they could take courses in garment design, ceramics, and Suzuki violin. The computer magnet at Central High had 900 interconnected computers, one for every student in the school. In the performing arts school, students studied ballet, drama, and theater production. …
For students in the classical Greek athletic program, there were weight rooms, racquetball courts, and a six-lane indoor running track better than those found in many colleges. The high school fencing team, coached by the former Soviet Olympic fencing coach, took field trips to Senegal and Mexico.(18)
The ratio of students to instructional staff was 12 or 13 to 1, the lowest of any major school district in the country.(19) There was $25,000 worth of beads, blocks, cubes, weights, balls, flags, and other manipulatives in every Montessori-style elementary school classroom. Younger children took midday naps listening to everything from chamber music to “Songs of the Humpback Whale.” For working parents the district provided all-day kindergarten for youngsters and before- and after-school programs for older students.
Now you know why my parents thought it was a great idea to send me to a ghetto school. One year was more than enough.
It was more than the district could handle. District expenditures took quantum leaps from $125 million in fiscal year 1985 to $233 million in FY88 to $432 million in FY92.(21) There were too much largesse, too many resources, and too little security. A woman in the Finance Department went to jail for writing checks to her own account. Hundreds of thousands of dollars worth of equipment and supplies were lost to “rampant theft” every year.(22) …
Perhaps the worst problem for what one school board president called the district’s “modestly qualified” administrators was the sheer volume of paperwork.(24) When the judge started building schools and inviting school principals to order whatever they wanted, purchase orders flooded into the central administrative office at the rate of 12,000 a month. Clerks were overwhelmed, devastated, and too ashamed to admit they couldn’t handle the crush. The system just collapsed.(25)
In other words, ghetto districts with falling-apart schools get that way because they have incompetent ghetto administrators who take the money for themselves instead of investing it in school maintenance. Giving them more money does not suddenly make them realize that stealing from little kids is immoral; it just means they steal more money.
And the honest ones among them were too dumb to run a school district to start with.
To outsiders, it appeared that the KCMSD had gone on a spending binge. At $400 million, Kansas City’s school budget was two to three times the size of those of similar districts elsewhere in the country. The Springfield, Missouri, school district, for instance, had 25,000 students, making it two-thirds as big as the KCMSD. Yet Springfield’s budget ($101 million) was only one-quarter to one-third the size of Kansas City’s ($432 million at its peak).(27)
Everything cost more in Kansas City.(28) Whereas nearby districts were routinely building 500-student elementary schools for around $3 million, in Kansas City comparably sized schools cost $5 million to $6 million. Whereas the nearby Blue Valley district built a 1,600-student high school at a cost of $20.5 million, including furniture and equipment, in Kansas City the 1,200-student Central High cost $33 million (it came with a field house larger than those of many colleges, ubiquitous computers, and an Olympic-sized swimming pool).(29) …
With some 600 employees for a district of 36,000 students, the KCMSD had a central administration that was three to five times larger than the administrations of other comparably sized public school districts. It was also 150 times larger than the administration of the city’s Catholic school system, in which four people–one superintendent, two assistant superintendents, and a part-time marketing manager–ran a school district of 14,000 students.(32) The KCMSD was so top-heavy that a 1991 audit discovered that 54 percent of the district’s budget never made it to the classroom; rather, it was used for food service, transportation, and, most of all, central administration.(33)
…44 percent of the entire state budget for elementary and secondary education was going to just the 9 percent of the state’s students who lived in Kansas City and St. Louis.(34)
So how did the schools do? Did test scores go up?
But despite a $900,000 television advertising budget and a $6.4 million special budget for door-to-door transportation of suburban students, the district did not attract the 5,000 to 10,000 white suburban students the designers of the desegregation plan had envisioned. The largest number it ever enrolled was 1,500, and most white students returned to their old suburban schools or to local private schools after one year … By the 1996-97 school year, only 387 suburban students were still attending school in the KCMSD.(71) … the cost of attracting those suburban students was half a million dollars per year per child.
Genuine question: Why even bother trying to attract white students? Why not just focus on making a great, outstanding school for the black kids? There is nothing special about sitting next to a white kid in class that makes black kids suddenly get better test scores. We don’t exude magic education rays. The best you can hope for is either 1. The districts’ test scores go up because they now have more high-scoring white students, which seems rather beside the point if your goal is to help black kids get better test scores, or 2. The white students help the black kids with their schoolwork, in which case the district is exploiting children as unpaid teachers.
And having been one of those kids exploited as unpaid teachers, my opinion of that is best expressed in all caps cursing. Children are not teachers; making one kid teach their peers results in their peers hating them and increased bullying and violence toward the kid.
Don’t make little kids do your job for you just because you can’t.
Year after year the test scores would come out, the achievement levels would be no higher than before, and the black-white gap (one-half a standard deviation on a standard bell curve) would be no smaller.(81) Although the initial gap was small, by the 12th grade, blacks’ scores on standardized tests were about three years behind those of whites (10.1 vs. 13.1).(82) At Central High School, which tended to attract suburban white computer hackers, white males were five years ahead of black males on standardized tests.(83) …
The average black student’s reading skills increased by only 1.1 grade equivalents in four years of high school.(89) At Central High, complained Clark, black males were actually scoring no higher on standardized tests when they graduated as seniors than they had when they enrolled as freshmen four years before.(90) …
In perhaps the biggest surprise, Armor’s studies found that black elementary students who go to magnet schools (which have the highest percentages of whites) score no better on standardized tests than do blacks who go to all-black nonmagnet schools.(97) In short, Armor found that, contrary to the notion on which the whole desegregation plan was founded–that going to school with middle-class whites would increase blacks’ achievement–the Kansas City experiment showed that “integration has no effect.”(98) …
Finally, the district had discovered that it was easier to meet the court’s 60/40 integration ratio by letting black students drop out than by convincing white students to move in. As a result, nothing was done in the early days of the desegregation plan about the district’s appalling high school dropout rate, which averaged about 56 percent in the early 1990s (when desegregation pressures were most intense) and went as high as 71 percent at some schools (for black males it was higher still).(109)…
Although Kansas City did increase teacher pay a total of 40 percent to an average of about $37,000 (maximum was $49,008 per year for Ph.D.s with 20 years experience), test scores for the district were consistently below state and national averages.(121) Parochial school teachers, in contrast, earned an average of $24,423, but their students’ test scores were consistently above state and national averages.(122)
In fact, the supposedly straightforward correspondence between student achievement and money spent, which educators had been insisting on for decades, didn’t seem to exist in the KCMSD. At the peak of spending in 1991-92, Kansas City was shelling out over $11,700 per student per year.(123) For the 1996-97 school year, the district’s cost per student was $9,407, an amount larger, on a cost-of-living-adjusted basis, than any of the country’s 280 largest school districts spent.(124) Missouri’s average cost per pupil, in contrast, was about $5,132 (excluding transportation and construction), and the per pupil cost in the Kansas City parochial system was a mere $2,884.(125)
Oh, does anyone remember that time Zuckerberg gave the Newark School District 100 million dollars in 2010, and it completely disappeared and did absolutely nothing?
As for the district schools forced — or incentivized — to compete with charters, those involved with the Newark effort point to green shoots of change. Graduation rates are up. More higher- rated teachers are staying than lower- performing ones. Still, on state tests of third- to eighth-graders, math and reading proficiency went down in all six grades between 2011 and 2014.
5. The teachers are incompetent.
This seems to be the conservatives’ favorite response to cases like Newark and Kansas City. Oh, if only we could just fire all of the teachers and replace them with different teachers, then test scores would go up! And we need some kind of standardized, “Common Core” taught in all of the schools so that incompetent teachers can’t get away with not teaching their students!
In summary: teacher quality probably explains 10% of the variation in same-year test scores. A +1 SD better teacher might cause a +0.1 SD year-on-year improvement in test scores. This decays quickly with time and is probably disappears entirely after four or five years, though there may also be small lingering effects.
If teacher quality explains 10% of the variation, then student quality (and random chance) explain 90% of the variation.
Some kids, when you hand them a standardized test, take one look at it and say, “NOPE.” Young boys, in particular, do not seem well suited to sitting still for long hours every day doing worksheets, reading books, or taking tests. Young girls, by contrast, are much better at simply being still and concentrating.
This is not the teachers’ fault.
Some kids get substantially more help at home than other kids. Homework help, tutoring help, breakfast, lead levels in their environment, etc. Regardless of what these things do to long-term outcomes, they certainly make a short-term difference on standardized tests in fourth grade.
This is not the teachers’ fault.
And some kids are just plain smarter or harder working than other kids.
This is also not the teachers’ fault.
I’m sure there are bad teachers; there may be significant impediments to firing them. But they are not some sort of massive, nation-wide problem that requires us to pour millions of dollars into dictating the curriculum, (which, ironically, prevents them from teaching “above grade level” material to students who would benefit from it,) and scrutinizing their every move like some sort of educational panopticon.
Remember, teachers back in 1910-1930 managed to educate their students well enough that they sent a man to the moon.
What about these findings of long-term financial gains from having a superior kindergarten teacher, or having three great teachers in a row vs. having three terrible teachers in a row?
I’m going with data is confounded all to hell.
Well-off parents buy outrageously expensive houses in all-white districts in order to send their kids to schools with other whites (and Asians.) “For the test scores,” of course. Since teacher quality is determined by test scores, which is in turn determined by the intelligence of the other kids in the class (or at least how much they’ve crammed for the test,) all this is telling us is that slightly dumb rich kids do well financially later in life because they come from well-off families.
The only kids who are enduring three of the worst teachers in a row are the absolute poorest kid whose parents either don’t give a shit about their educations or have zero ability to get them transferred to a different school or classroom. And after three years of bad teachers, I bet I’d stop bothering to fill out the standardized tests, either, and would just spend the time doodling dragons all over the paper. That kids with zero educational support and extremely impoverished backgrounds end up doing badly in life really shouldn’t surprise us.
But because we are talking about having three particularly good or bad teachers in a row, only 1/125 students fall into either category. The vast majority of students–over 99%–get a variety of different teachers, and most teachers are decent.
Could bad teachers be concentrated in ghetto school districts? Perhaps they are–though remember, these districts are still paying their teachers more than the average Catholic school, so I doubt teacher pay is really the problem. And I’ve yet to hear anyone espouse an explanation for why ghetto schools supposedly attract bad teachers besides “bad pay.”
To be clear: we’ve denigrated and cast all teachers under suspicion and greatly interfered with their ability to run their classrooms all because teachers in the ghettos can’t raise their students’ test scores.
If a particular teacher is a real problem, let the parents of the students in that teacher’s class present their troubles to the school board and let the board make a determination.
6. SAT scores are just a product of your parents’ income.
Sorry the graph is small. The Y axis is SAT scores and the X axis is parental income.
The top line, dark orange, is Asian math scores. Dark blue = white math. Light blue = white verbal. Dark red = Mexican math. Black = black math. Light orange = Asian verbal. Pink = Mexican verbal. Grey = black verbal.
The richest black kids in the country have worse math scores than the poorest whites and Asians. The richest Mexicans have math scores on par with the poorest Asians and only slightly above working class whites. On verbal scores, blacks at all income levels score worse than their similarly-monied peers for whom English is most likely a second language.
And as we’ve already seen district funding doesn’t actually vary that much with parental income. Rich people do indeed pay for more tutoring and better teachers for their kids, but this is heavily confounded by the fact that smart people tend to go to college, get degrees, go into high-paying professions, and then have kids who are also pretty smart, while dumb people drop out of highschool, get shitty jobs, make very little money, and end up with kids who are similarly dumb.
7. More education will jump-start the economy and solve all woes.
So I was just looking up some demographic data on Wikipedia and ran across this graph. Two interesting things:
During the recessions, all of the groups suffer in roughly similar amounts, except Asians, who tend to get really hammered. I don’t think it’s a side-effect of just having the biggest quantity of money, as whites and blacks, who make very different amounts of money, still tend to fall by the same amount. I would assume this is a result of Asians being more heavily leveraged, with risky investments, except that this is a graph of income rather than net worth. Maybe they are disproportionately employed in highly leveraged professions?
The 1990 recession looks like it went on particularly long for Hispanics, whose net worth kept hurting after everyone else’s had started recovering–around 1995, the Hispanic nadir, their net worth was nearly as low as African Americans’. What was up? Economic problems related to the Mexican Peso? Refugees from the Guatemalan Civil War? NAFTA?
Finishing up with our discussion, (in response to a reader’s question):
Why are people snobs about intelligence?
Is math ability better than verbal?
Do people only care about intelligence in the context of making money?
Now, this is the point in the conversation where somebody tends to say something like, “My cousin / little sister /uncle is retarded, but they are still a beautiful, wonderful person and I love them as much as everyone else, and therefore it is mean to say that smart people are higher status than dumb people.”
It is good that you love your family. You should love your family. I am sure your relatives are lovely people, and you enjoy their company, and would be worse off without them.
But by the same token, I am grateful for the fact that I have never had polio, smallpox, or Ebola. I am thankful that I did not die in childbirth (my own or my childrens’.) I am thankful for life-saving surgeries, medications, and mass-vaccination campaigns that have massively reduced the quantity of human suffering, and I happily praise the doctors and scientists who made all of this possible.
That is why doctors and scientists are higher status than dumb people, and why math-smart people (who tend to end up in science) believe that they should have more status than verbal-smart people.
But on to #3--what is this “intelligence” and “money” connection? (And why does our questioner think it is so bad?)
The obvious answer is no, people don’t only care about intelligence in the context of making money. People also care about enjoying music and reading good books and having fun with their friends, having pleasant conversations and not dying of cancer.
But people are practical creatures, and their first priority is making sure that they and their children will eat tomorrow.
In a purely meritocratic society, more intelligent people will tend to end up in professions that require more intellect and more years of training, which will in turn allow them to demand higher wages. (So will people with rare physical talents, like athleticism and musical ability.) Unintelligent people, by contrast, will end up in the jobs that require the least thought and least training, where they will soon be replaced by robots.
The incentive to pay your doctor more than your trash collector is obvious.
The truly bright and creative, of course, will go beyond merely being employed and actually start companies, invent products/processes, and generally reshape the world around them, all of which results in making even more money.
The truly dull, by contrast, even when they can get jobs, tend to be impulsive and bad at planning, which results in the loss of what little money they have.
We do not live in a purely meritocratic society. No one does. We make efforts to that end, though, which is why public schools exist and employers are officially not supposed to consider things like race and gender when hiring people. Which means that our society is pretty close to meritocratic.
And in fact, the correlation between IQ and wealth/income is remarkably robust:
It even holds internationally:
There are a few outliers–the gulf oil states are far richer than their IQs would predict, due to oil; China is poorer than its IQ predicts, which may be due to the lingering effects of communism or due to some quirk in the nature of Chinese intelligence (either way, I expect a very China-dominant future)–but otherwise, IQ predicts average per cap GDP quite well.
Here people tend to bring up a few common objections:
1. I know a guy who is smart but poor, and a guy who is dumb but rich! Two anecdotes are totally sufficient to completely disprove a general trend calculated from millions of data points.
Yes, obviously some really smart people have no desire to go into high-paying fields, and devote their lives to art, music, volunteering with the poor, raising children, or just chilling with their friends. Some smart people have health problems, are unfairly discriminated against, live in areas with few jobs, or are otherwise unable to reach their potentials. Some dumb people luck into wealth or a high-paying job.
It would be a strange world indeed if IQ were absolute destiny.
But the existence of outliers does not negate the overall trends–smarter people tend to get jobs in higher-paying fields and manage their money more effectively; dumb people tend to get jobs in lower-paying fields and manage their money ineffectively.
2. Maybe everyone is equally smart, but just expresses it in different ways. (Corollary form: IQ is just a measure of how good you are at taking IQ tests.)
Either we mean something when we say “intelligence,” or we do not. If we want to define “intelligence” so that everyone is equally smart, then yes, everyone is equally smart. If we want to know if some people are better than others at doing math, then we find that some people are better than others at doing math. Are some people better than others at reading? Yes. Are some people better than others at football? Yes.
If you transported me tomorrow to a hunter-gatherer community, and they gave me a test of the skills necessary for survival there, I’d flunk (and die.) They’d conclude that I was an idiot who couldn’t gather her way out of a paper bag.
Very well, then.
But neither of us lives in a hunter-gatherer society, nor do we particularly care about the skills necessary to survive in one. If I want to know the kinds of intelligence that are necessary for success in industrial societies–the kind of success that may have led to the existence of industrial societies–then you’re looking at normal old “intelligence” as people conventionally use the term, measured by IQ scores, the SAT, vague impressions, or report cards.
3. “You’ve got causality backwards–people with money send their kids to expensive prep schools, which results in them learning more, which results in higher IQ scores. These “smart” kids then use family connections/prestige to land good jobs, resulting in higher wealth.”
As this shows, the heritability of IQ and of behavioral traits is consistently high, reaching into the 0.8-0.9+ range. This means, out of a group of people, at least 80-90% of the overall differences between them (known as the “variance” in statistical parlance) can be attributed to genetic differences between them. This chart shows that this becomes most evident in adulthood, when genes have been given a chance to fully express themselves. I have summed this up in a neat set of rules:
Shared environment: 0%
Something else [random chance]: 30-20%
In other words, adopted kids end up with the IQ scores you’d predict from looking at their biological parents, not their legal parents. Baring extremes of poverty or abuse, the way your parents raise you–including the quality of the schools you attend–has very little long-term effect on IQ.
On a related note, massively increased school expenditures since the ’80s has done very little to test scores:
IQ doesn’t lend itself to much environmental manipulation – indeed, interventions that attempt to boost IQ have all met with failure. As well, IQ remains predictive even when measured in youth. It is predictive even when one controls for things like socioeconomic status (say during childhood). Indeed, the best control for this, looking at different siblings within a family, finds that IQ is predictive of real world outcomes between siblings – the sibling with the higher IQ tends to do better.
Everybody wants to know why some groups or countries out perform other groups or countries, but no one likes to be told that they–or a group that they belong to–are less intelligent than others. No one wants to be in the red; everyone wants to blame their troubles on someone else.
Thus a great deal of debate; some people want to prove that the wealth and poverty of nations depends on IQ, and some people want to prove that it does not. No matter your personal opinions on the matter, it’s pretty hard to have a discussions about IQ without the debate resurfacing.
Now, I fully believe that rich people enroll their kids expensive test-prep classes, which result in small increases in SAT scores over students who’ve never seen the test before (an effect that wears off once classes are over.) It may also be that people from countries where schools barely exist look at a test and have no idea what you want them to do with it, regardless of intelligence. But if parental income were the entire story, rich whites, blacks, Hispanics, and Asians ought to all get similar SAT scores, (with the exception of verbal scores for ESL-students,) and poor whites, blacks, Hispanics, and Asians ought to all get similar, lower scores. Instead, the children of wealthy Black parents have worse SAT scores than the children of poor whites and Asians. (Except Asian verbal scores, which are pretty bad at the low end–probably an ESL-artifact.)
Regardless, a certain kind of intelligence appears to be useful for building certain kinds of societies.
Yes, there are lots of reasons to value intelligence, like making art and enjoying a good book. And there are many lifestyles that people enjoy that do not require making lots of money, nor do they have much to do with capitalism. But there exists, nonetheless, a fairly reliable correlation–at the group level–between average IQ and income/wealth/development level. Most people don’t care about this because they want to exploit each other and destroy the environment, but because they want to be well-fed, healthy, and happy.