So the IQs of men and women were "equalized" by
throwing out 94% of the test? How important is this? Worldwide, with rare
exceptions, annual incomes increase an average of $2,000 for each one point
increase in IQ, with Japanese men at the top (with an IQ greater than 110 and
annual income greater than $110,200) and black women in Africa at the bottom
(with an IQ less than 55 and annual income less than $200). The IQ gap
between Asian men and Asian women when correlated with GRE scores is 19 points,
when correlated with SAT math scores is 14 points, TIMSS physics scores is 17
points, PISA math scores at 15 years old is 10 points, ACT math scores is 19
points, IAEP math scores is 12 points, and NAEP 12th grade math scores is 10
points. The IQ gap between sexes for all other races is similar, and by
comparison the IQ gap between the US (at 98) and Mexico (at 87) is only 11
points which represents an annual income gap of $22,000 ($4,870 in Mexico,
$26,870 in the US)
"Psychiatrists and psychologists are likely to
use the definition contained in the DSM-IV-TR, the
manual used to make diagnostic judgments. Here mental retardation is defined as
an IQ of approximately 70 or below, 2) concurrent deficits or impairments in
present adaptive functioning in two areas (communication, self-care,
home-living, social/interpersonal skills, the use of community resources,
self-direction, functional academic skills, work, leisure, health, and safety),
3) onset before age 18."
By this definition, HALF of African Blacks, and
perhaps three quarters of American Blacks, are Retarded
There are 5,940,000 female and 4,861,000 male students in our
undergraduate schools, and if the math skills of these girls follows the pattern
of the Howard Wainer study, then 2,678,940 girls
have math skills equivalent to boys who flunk out of math, 1,799,820 have math
skills equivalent to boys who get D's, and 1,455,300 have math skills equivalent
to boys who get C's.
None of them have math skills which would qualify them to follow a career in
STEMS, while more than half of the 5,940,000 boys who were rejected (or
2,970,000 of them) to make room for these girl students, WOULD have benefited
from a career in STEMS.
Why would we as a society do this at a time when high tech careers are so
valuable, and so profitable? It's like cutting our nose off to spite our face. f
you ever wondered why we can't make our own shoes, much less our own
semiconductors and electronics, and instead must go all the way to China to have
them made for us, then now you know why.
Math tests simply present mathematical facts to students to measure how well
they can solve problems, and cannot be designed to "discriminate against" women,
Blacks, Hispanics, nor Asians (particularly Asian men who score higher than the
so-called privileged White men). The fact that 51% of college boys can solve
problems ( and thus get A's and B's in college math) which no girls can solve,
not even those who get A's in college math, means just that--no American girl
can solve problems that at least half of American boys have proven on SAT math
tests that they CAN solve. All math problems are representative of how well a
citizen can solve problems at school, at work, in science, in politics, and in
What's the effect of this invidious discrimination against our
boys? If all of the 5,940,000 boys who had been denied admission to make
room for this many girls, had instead been accepted, we would now have
10,801,000 boys in college, and at least half of them, or 5,400,500 boys who CAN
solve math problems, would be in our undergraduate schools where they CAN
benefit from an undergraduate education. This is 122% more than the current
figure of 2,430,500 students who DO understand math.
You have a fifty percent chance of scoring higher than the mean.
You have one chance out of six of scoring one standard deviation higher than the mean.
You have one chance out of 44 of scoring two standard deviations higher than the mean.
You have one chance out of 714 of scoring three standard deviations higher than the mean.
You have one chance out of 31,546 of scoring four standard deviations higher than the mean.
You have one chance out of 3,333,333 of scoring five standard deviations higher than the mean.
You have one chance out of 506,797,346 of scoring six standard deviations higher than the mean.
You have one chance out of 3,506,800,000 of scoring seven standard deviations higher than the mean.
You have one chance out of one quadrillion of scoring 8 standard deviations
higher than the mean.
One Standard Deviation is 3.7 IQ Points
In 2007, in TIMSS math, 4,972 students from Hong Kong scored
584, with a Standard Deviation of 68, which is 9.5 SD higher than the 5,101
students from Ghana who scored 261.
According to Professor Lynn, Ghana has an IQ of 71, which is 35 IQ points lower
than Hong Kong at 106.
Thus 35 IQ points = 9.5 SD, statistical proof that the actual SD for IQ scores
is 1SD = 3.7 IQ points.
This means that the 106 - 64 = 42 point gap between Hong Kong and Senegal is
11.4 SD, whereas a Sengalese has one chance out of 506,797,346 of scoring only 5
standard deviations higher than the mean for Senegal of 64, which is an IQ of
only 106, not 137.
For a Senegalese to have an IQ of 137, he would have to score TWENTY STANDARD
DEVIATIONS higher than the average of 64 for Senegal.
This is pure math. We don't need to engage in character assassination against
Senegal to make this point.
Another way to look at this is Exhibit 2.2 on pg. 71 which shows that NONE of
the students in Botswana or Ghana (nor even Northern Africa, in Algeria, and
Morocco) scored higher than 550, compared to 71% in Taipei, Korea, or Singapore,
61% in Hong Kong and Japan, and half in Massachusetts:
Needless to say, none in Africa scored higher than 625 compared to almost half
in Taipei, Korea, and Singapore, and one third in Japan and Hong Kong.
625 equals an IQ of 106 so any claim of a Senegalese to have an IQ of 137 is 4.2
SD higher than Japan, an IQ that NONE of the Japanese students exhibited.
We know that the real serious education in most Asian nations starts
AFTER the 8th Grade, which is the grade tested by both PISA and TIMSS and what
the above standard deviation calculations are based on. Since no Asian
nation has participated in any of the 12th grade tests as we have. Both the race and gender gaps get much bigger between 8th and
American Blacks go BACKWARDS between 8th and 12th grade, and yet we already know
that on IAEP at the 8th grade level, Blacks in D.C. score one standard deviation
lower than Mozambique.
One Standard Deviation = 3.1 IQ Points
Math in 2003, the Netherlands, with an average IQ of 103, scored 540, and
South Africa, with an average IQ of 72, scored 264. Since the standard deviation
for TIMSS scores was 55, this 276 point gap is 10.0 standard deviations.
And since this 10.0 standard deviations is equivalent to a 31 point gap in IQ
scores, the standard deviation for IQ scores is 31 / 10 or 3.1 IQ points.
540 - 264 = 276
/ (55 /2) = 10.04
103 - 72 = 31
31 / 10.04 = 3.1
Why Does Italy Score Closer to Kenya Than to The Netherlands?
A correlation between the Beaton Gonzalez IAEP and NAEP
crosslink study, with Lynn's latest IQ data, shows a correlation of
r-squared = 0.8 right out of the box. Once his IQ numbers are adjusted to
achieve an r-squared = 1.0 [read : perfect correlation], here are the major
adjustments which must be made:
Switzerland from 101 to 103
Hungary from 99 to 102
France from 98 to 99
Ireland from 93 to 96
Italy from 102 to 98
Slovenia from 95 to 94
Spain from 99 to 92
Jordan from 87 to 80
Israel from 94 to 80
South Africa from 72 to 76
Mozambique from 72 to 70
DC Blacks from 85 to 68
All other IAEP and NAEP scores fit perfectly with Lynn's estimates for IQ.
There are two apparent outliers which must be carefully evaluated:
1) Ireland now ranks 7th in PISA reading, and scores around 25 points higher
than us in math, AND science, AND reading, which is a 3 IQ point advantage. So
if Ireland really does have an IQ of 93, then he must think the US has an IQ of
90. If he's right about the 15 IQ point gap between Protestants and Catholics in
Ireland, and if the above correlation which puts Ireland's IQ at 96 is correct,
then he must think that Protestants there have an IQ of 104 and Catholics have
an IQ of 89?
2) While Italian 8th graders exhibited an IQ of 98 (four points lower than
Lynn's estimate), their 8th graders scored 48 TIMSS points lower than Iran, who
Lynn estimates to have an IQ of 84. This would suggest that their
IQ is 78, which is 24 points lower than
2008 12th Grade TIMSS Advanced Math Scores
Russia = 561
Netherlands = 552
Lebanon = 545
Iran = 497
Italy = 449
Armenia = 433
Philippines = 355
This is not an anomaly. This happens in all Catholic countries. Compared to boys
in the 8th grade, boys in the 12th grade scored this much lower in these
Austria 82 points
Czech Republic 58 points
France 72 points
Canada 28 points
IF IQ scores follow a perfect Gaussian Distribution, and if
Professor Lynn's estimate of IQ is anywhere close to accurate, then the
following is a straight calculation of the maximum number of people with an IQ
higher than 115:
Japan = 19,990,562
Korea = 7,932,763
Germany = 7,121,000
US = 7,052,546
Netherlands = 2,601,946
Singapore = 842,777
Catholics in US = 77,000
Whites in DC = 44,000
Israel = 11,200 [w caveats]
Blacks in US = 1,141
India [per Lynn] = 84,121
India [per PISA] = 390
Kenya = 0
And this is a straight calculation for the maximum number with an IQ higher than
Japan = 3,994
Korea = 1,585
Germany = 48,900
US = 93
Netherlands = 520
Singapore = 325
Catholics in US = 8
Whites in DC = 168
Israel = 0 [w caveats]
Blacks in US = 0
India [per Lynn] = 0
India [per PISA] = 0
Kenya = 0
Close Correlation Between IQ and Income
PP income CIA
Lynn IQ Adjusted for
Amount of IQ
From India With Love
"My own 'IQ'. Though I do not buy the 'IQ' story's claims, I
HAVE taken various 'IQ' tests: my scores have ranged between 135 to 175"
Even if your IQ was as high as 100, you'd be able to do the math which shows
that NOBODY in India could possibly have an IQ of 175.
Why not? Very simple.
But let me do the math for you, just in case.
The average IQ of India is 72 [according to multiple standardized tests, not
Professor Lynn's estimate], which means that one sixth of India's population
[actually 203.2 million Indians] have an iQ higher than one standard deviation
higher than 72 [or 82].
25.4 million have an IQ higher than 92, which is 2 SD.
1.778 million have an IQ higher than 102, the AVERAGE for Europe, which is 3 SD.
40,259 have an IQ higher than 112, the AVERAGE for Hong Kong, which is 4 SD.
381 have an IQ higher than 122, which is 5 SD
Nobody in India has an IQ higher than 125, which is 1 SD LOWER than the LOWEST
OF YOUR estimate of 135.
YOU have one chance out of 391 BILLION of having an IQ of 142, or 7 SD.
You have LESS than one chance out of one QUADRILLION of
having an IQ of 152, or 8 SD.
If you had even the SMALLEST brain in your skull, you would KNOW that Your
casual and UTTERLY RIDICULOUS claim of having an IQ 175, TEN STANDARD DEVIATIONS
HIGHER [10 SD] than the average for India, is less than laughable.
It would be less ridiculous to claim that you are 1,000 feet tall (and it seems
only your ego is that tall).
AND this is based on India following the normal Gaussian Distribution which PISA
just proved it does NOT follow. ZERO percent of the students in Rajasthan scored
higher than 625 which is an IQ of only 125, AND that only the top 30% of Indians
go to high school, AND that this school didn't even meet the international
sampling requirements, meaning the average for all of India is another standard
It's IQ Tests Which Show the Greatest Overlap Between Races and
IQ Scores With Standard Deviation of 15% x2
IQ Scores With Standard Deviation of 15%
IQ Scores With Standard Deviation of 10%
Standard Deviation for PISA Math is 16% of the Math Score
As Expected, Income and IQ are Related
Standard Deviation for Brain Size is 2.4% of It's Actual Measured Size in Cubic
Standard Deviation for Incomes is 7% of the Amount of the
Average Height Also Shows a Much Different Pattern than IQ
Even the Most Optimum Graph of IQ Scores (SD =5) Shows More
Overlap than Height, Brain Size or Income
GRE Scores Track Perfectly With IQ
Mean GRE Quantitative
Lynn IQ Adjusted
The Historic, Proven, Half-century, Race/Sex Gap
There are many people, including our academicians, including
even White men, who claim or believe that standardized test scores are not
indicative of IQ in spite of voluminous data to the contrary. These are
the same people who whine "racist", "anti-semite", "sexist", if we simply point
out that they are wrong and standardized tests are right, thus deflecting any
criticism of their error.
Students and industry and universities and colleges don't spend
billions of dollars annually to measure this aptitude, though, if it was not
important to them. Whether or not we ever agree that this aptitude IS IQ
is irrelevant--for the last half century, it reveals a consistent pattern, it
shows the gap between races AND sexes is increasing, and it suggests that
American blacks now score lower than [read: have lower IQs than] blacks in their
In order to avoid this charge of racism, we WHITE men make the
following comparisons between Asian men in Asia and the U.S., and women of other
races, including Asian women.
Asian Men vs
ACT x 20
Please don't view this smaller gap in GRE scores than in TIMSS
scores for black women (258 vs. 274) to be representative of all blacks in the
US, because this was the select few who made it through college and are now
hoping to enter graduate school and thus are a very select group of blacks.
Also note that even though White men represent as much as 95% of those who score
in the region most desirous to industry and education, women were 55% of college
admissions, so the highest scoring White men are not even represented in ACT,
SAT, nor GRE scores.
In order to be able to compare ACT scores with other scores,
they were multiplied by 20, and only then do they show exactly the same pattern
as all other tests. In TIMSS, Korean boys (even though they scored 27
points lower than boys in Singapore, 615 vs. 642), were compared to White girls
in Switzerland (representative of Whites), girls in Portugal (representative of
Indians), girls in Colombia (representative of Hispanics), and girls in South
Africa (representative of blacks). Also, in IAEP, Korean boys were used as
the baseline, with girls in Switzerland representing Whites, girls in Brazil
representing Hispanics, and girls in Mozambique (who scored unusually high for
an African nation) representative of Blacks.
Professor Lynn's IQ of Nations
Professor Lynn's excellent
list of the iq's of 186 nations has been updated and confirmed based on the
PISA scores from their 2006 international study, as well as from the 2003
TIMSS study. Based solely on PISA, the biggest
increases in IQ scores that we see are 11 points for Azerbaijan, 8 points
for Ireland, 7 points for Canada and Croatia, and 6 points for Australia and
Estonia, and the biggest decreases are 10 points for Argentina and Kyrgyzstan, 6
points for Italy, and 4 points for Uruguay and Romania. Based on TIMSS,
Malaysia's IQ is 6 points higher than his estimate, Iran and Tunisia are 4
points higher, while Chile's is 8 points lower, Italy's is 6 points lower,
Norway's is 5 points lower, and Japan's, Belgium's, Sweden's are 4 points lower.
Based only on these two studies, there are only
four countries which really stick out: Italy's actual IQ appears 6 points
lower than his estimate, Chile's appears 3-8 points lower, Japan's appears 1-4
points lower, whereas Russia's appears 2 points higher.
According to TIMSS, Hong Kong is 105 rather than
his estimate of 107, but PISA places it at 107. South Korea is 1 point
higher according to PISA, but exactly what he estimated on TIMSS, 106. The
Netherlands is 3 points higher according to PISA, but 2 points lower
according to TIMSS, putting his estimate of 102 right in the middle.
According to PISA, Azerbaijan is 11 points higher, Ireland is 8 points higher,
Canada and Croatia are 7 points higher, Estonia is 6 points higher, Switzerland
and Greece are 4 points higher, Belgium and Latvia are 3 points higher, France
and Lithuania are 2 points higher, Poland is 1 point higher, Argentina and
Kyrgyzstan are 10 points lower, Luxembourg and Uruguay are 4 points lower, but
they are all right on according to TIMSS, providing triple confirmation of
Professor Lynn's data.
TIMSS vs. IQ
The huge gender gap between all races of all 46 nations but one (Israel) in all
TIMSS subjects, particularly physics (an EXTREMELY important skill in this day
and age of the technological society) proves that the theory that men and women
have "equal IQs" is wrong. Correlating these scores with Professor Lynn's "IQ of
Nations" produces the following graph:
There's no reason to believe that actual White women and White men in the US
don't have IQ's equivalent to the many European nations in this subject (101 and
113 respectively), nor that Asian men and women don't have IQ's equivalent to
Japan (103 and 118 respectively). There's also no reason to believe that
Hispanic women and Hispanic men in the US don't have IQ's equivalent to Mexico
(81 and 93 respectively). The VERY low scores in ALL the international tests
Israel has ever participated in suggest that Professor Lynn's estimate of 94 is
way too high for jews. And there's no reason whatsoever to believe that
American blacks, no matter how much gene flow there might have been from
Caucasoids, is the 85 which is so highly touted by the "news" media. With
two dozen African nations having IQ's lower than 70, we'd have to believe that
it was the most intelligent Africans who where taken into slavery to believe
that they now have IQs 15 points higher.
Furthermore, the above assumptions would mean that the average IQ of the U.S. is
101.6 rather than the 98 estimated by Professor Lynn:
What does fit the curve is when blacks are assumed to have an IQ equivalent to
their brethren in Africa, the gap between black women and black men is assumed
to be only 6 points as their close scores in SAT and GRE suggest (rather than 13
points like Norway), jews are assumed to have an IQ which is equivalent to their
446 score in TIMSS, the gap between sexes in Israel is assumed to be zero as
girls in Israel score higher than boys, and that 72% of Americans are Whites
with IQs equivalent to Norway. The fact that
Whites in Iowa score 154 SAT points higher than the national average for
"whites" as reported by the College Board proves this to be the case, and
produces the following:
Even Alcohol Consumption per Capita
Tracks IQ Perfectly
In ounces of alcohol per capita per year, IQs increase one IQ
point for each 3 ounces increase in alcohol consumption.
And Of Course IQ Tracks Traffic Safety
Each One Point Increase in IQ Saves 9 Lives per 100,000 Motor Vehicles
I like the fact the US, Canada, Italy, Spain, and Germany were broken down into
states/provinces/regions. It would have been grand if the same had been done for
other nations. I would suggest looking at the link instead. They have the PISA
scores converted to IQ in bold there so it's easier on the eyes.
The PISA 2006 data (mean birth year of the subjects was 1991) on the
mathematical scale are transformed into IQ in such a way that IQ 100 is the mean
of the UK, the Netherlands and New Zealand (i.e. IQ 100 corresponds to a PISA
score of 516). This seems to be a justified method of calibration because the
mean IQ of the UK shows a downward trend, the IQ of the Netherlands seems to be
nearly constant and New Zealand's trend is upward. The original mean of these
three countries in the first book by Lynn and Vanhanen (2002) was IQ 100.
Read the following data in this way: Finland IQ 97/101 (107/105), this means:
Finland mean IQ given by Lynn and Vanhanen (2002) 97, by Rindermann (2007) 101
(from his adjusted value IQ 103 always subtracted 2, because the "Greenwich-IQ"
of UK in his data is 102); PISA-IQ 2003 107, PISA IQ 2006 105.
Afghanistan IQ 83/76
Albania IQ 90/81 (78/-)
Algeria IQ 84/75
Angola IQ 69/58
Antigua and Barbuda IQ 75/60
Argentina IQ 96/87 (83/80)
Armenia IQ 93/90
Australia IQ 98/99 (104/101) Aborigines (92) Non-Aborigines (105)
Austria IQ 102/99 (101/98) Immigrants (13% of total population) of first
generation (92) of second one
born and educated in Austria (93)
Azerbaijan IQ 87/79 (-/94)
Bahamas IQ 78/76
Bahrain IQ 83/85
Bangladesh IQ 81/73
Barbados IQ 78/77
Belarus IQ 96/90
Belgium IQ 100/98 (104/101) German speaking part (102/100) Flemish Flanders
(108/104) French speaking Wallonia (100/96)
Belize IQ 83/74
Benin IQ 69/60
Bermuda IQ -/88
Bhutan IQ 78/71
Bolivia IQ 85/85
Bosnia IQ -/82
Botswana IQ 72/73
Brazil IQ 87/82 (78/78)
Brunei IQ 92/84
Bulgaria IQ 93/94 (87/85)
Burkina Faso IQ 67/58
Burma IQ 86/79
Burundi IQ 70/59
Cambodia IQ 89/84
Cameroon IQ 70/59
Canada IQ 97/100 (105/102) Alberta (107) British Columbia (106) Manitoba (104)
Newfoundland (103) New Brunswick (102) Nova Scotia (102) Ontario (104) Prince
Edward Island (100) Quebec (106) Saskatchewan (102)
Cape Verde IQ 78/67
Central African Republic IQ 68/59
Chad IQ 72/58
Chile IQ 93/87 (83/84)
China IQ 100/105
Colombia IQ 89/78 (-/78)
Comoros IQ 79/68
Congo (Brazzaville) IQ 73/59
Congo (Zaire) IQ 65/60
Costa Rica IQ 91/81
Croatia IQ 90/88 (-/93)
Cuba IQ 85/82
Cyprus IQ 92/94
Czech Republic IQ 97/98 (102/99)
Denmark IQ 98/97 (102/100)
Djibouti IQ 68/58
Dominica IQ 75/62
Dominican Republic IQ 84/79
Ecuador IQ 80/86
Egypt IQ 83/82
El Salvador IQ 84/71
Equatorial Guinea IQ 59/53
Eritrea IQ 68/58
Estonia IQ 97/97 (-/100)
Ethiopia IQ 63/59
Fiji IQ 84/82
Finland IQ 97/101 (107/105) Finns (107/105) Swedish minority (105/102)
France IQ 98/98 (102/97)
Gabon IQ 66/53
Gambia IQ 65/55
Georgia IQ 93/87
Germany IQ 102/97 (100/98) Immigrants from Turkey descendants of first
born and educated in Germany (86) PISA 2000/PISA 2003: Baden-Wuerttemberg
(102/101) Bavaria (102/104) Berlin (-/98) Brandenburg (96/98) Bremen (93/95)
Hamburg (-/97) Hesse (98/99) Mecklenburg-Western Pomerania (98/99) Lower Saxony
(97/99) North Rhine-Westphalia (97/97) Rhineland-Palatinat (98/99) Saarland
(98/99) Saxony (100/103) Saxony-Anhalt (97/100) Schleswig-Holstein (99/99)
Ghana IQ 71/62
Greece IQ 92/95 (92/91)
Grenada IQ 75/61
Guatemala IQ 79/76
Guinea IQ 66/62
Guinea-Bissau IQ 66/57
Guayana IQ 84/79
Haiti IQ 72/57
Honduras IQ 84/78
Hongkong IQ 107/104 (107/105)
Hungary IQ 99/98 (99/96)
Iceland IQ 98/99 (102/99)
India IQ 81/79
Indonesia IQ 89/84 (79/81)
Iran IQ 84/83
Iraq IQ 87/85
Ireland IQ 93/96 (100/99)
Israel IQ 94/94 (96/89)
Italy IQ 102/99 (95/92) Basilicata (-/89) Bozen/South Tyrol (-/100) Campania
(-/87) Emilia Romagna (-/97) Friuli-Venezia Giulia (-/100) Liguria (-/93)
Lombardy (103/96) Piedmont (99/96) Puglia (-/88) Sardinia (-/87) Sicily (-/86)
Trient (-/99) Tuscany (99/-) Veneto (102/99)
Ivory Coast IQ 71/-
Japan IQ 105/103 (105/101)
Jordan IQ 87/88 (-/80)
Kazakhstan IQ 93/87
Kenya IQ 72/68
Kiribati IQ 84/77
Korea (North) IQ 104/100
Korea (South) IQ 106/104 (106/105)
Kuwait IQ 83/81
Kyrgyzystan IQ 87/82 (-/69)
Laos IQ 89/87
Latvia IQ 97/96 (97/96)
Lebanon IQ 86/82
Lesotho IQ 72/57
Liberia IQ 65/57
Libya IQ 84/75
Liechtenstein -/97 (105/101)
Lithuania IQ 97/92 (-/96)
Luxembourg IQ 101/97 (99/96)
Macau -/97 (104/101)
Macedonia IQ 93/86 (80/-)
Madagascar IQ 79/79
Malawi IQ 71/59
Malaysia IQ 92/95
Maldives IQ 81/72
Mali IQ 69/59
Malta IQ 95/96
Marianas IQ -/78
Marshall Islands IQ 84/81
Mauritania IQ 74/67
Mauritius IQ 81/87
Mexico IQ 87/83 (83/84)
Micronesia IQ 84/76
Moldova IQ 95/92
Mongolia IQ 98/95
Morocco IQ 85/75
Mozambique IQ 72/59
Namibia IQ 72/60
Nepal IQ 78/75
Netherlands IQ 102/100 (106/102)
New Caledonia IQ -/82
New Zealand IQ 100/99 (103/101) Whites (109) Maori (100)
Nicaragua IQ 84/72
Niger IQ 67/59
Nigeria IQ 67/73
Norway IQ 98/98 (99/96)
Oman IQ 83/75
Pakistan IQ 81/81
Panama IQ 85/76
Papua New Guinea IQ 84/80
Paraguay IQ 85/81
Peru IQ 90/79 (76/-)
Philippines IQ 86/83
Poland IQ 99/97 (99/97)
Portugal IQ 95/93 (95/93)
Puerto Rico IQ 84/81
Qatar IQ 78/75 (-/70)
Romania IQ 94/91 (-/85)
Russia IQ 96/97 (95/94)
Rwanda IQ 70/60
Saint Kitts and Nevis IQ 75/57
Saint Lucia IQ 75/57
Saint Vincent/Grenadines IQ 75/67
Samoa (Western) IQ 87/86
Sao Tome/Principe IQ 59/57
Saudi Arabia IQ 83/80
Senegal IQ 65/55
Serbia IQ 93/89 (with Montenegro 90/without 88)
Seychelles IQ 81/78
Sierra Leone IQ 64/59
Singapore IQ 103/105
Slovakia IQ 96/97 (101/96)
Slovenia IQ 95/97 (-/98)
Solomon Islands IQ 84/76
Somalia IQ 84/58
South Africa IQ 72/64
Spain IQ 97/96 (98/95) Andalusia (-/92) Aragon (-/100) Asturias (-/97) Basque
Country (100/98) Cantabria (-/98) Castile-Leon (100/100) Catalonia (99/96)
Galicia (-/97) La Roja (-/101) Navarre (-/100)
Sri Lanka IQ 81/76
Sudan IQ 72/67
Suriname IQ 89/87
Swaziland IQ 72/58
Sweden IQ 101/99 (101/98)
Switzerland IQ 101/99 (104/102) German Swiss (106) French Swiss (104) Ticino
Syria IQ 87/82
Taiwan IQ 104/106 (-/105)
Tajikistan IQ 87/79
Tanzania IQ 72/68
Thailand -/89 (87/85)
Timor-Leste IQ -/60
Togo IQ 69/60
Tonga IQ 87/84
Trinidad and Tobago IQ 80/91
Tunisia IQ 84/83 (79/77)
Turkey IQ 90/86 (88/86)
Turkmenistan IQ 87/79
Uganda IQ 73/69
Ukraine IQ 96/90
United Arab Emirates IQ 83/76
United Kingdom IQ 100/100 (in 2000 IQ 104
no representative sampling in 2003/in 2006 IQ 97)) England (-/97) Northern
Ireland (102/97) Scotland (104/99) Wales (100/95)
United States of America IQ 98/98 (97/94) IQ averages in US States (in the
following the arithmetic means of these estimates from SAT and ACT scores by Van
Sloan and the NAEP derived scores published by M. A. McDaniel: Intelligence 34
(2006) p. 612
corrected by minus 3 to an average of IQ 97: Alabama IQ 94
Alaska IQ 97
Arizona IQ 96
Arkansas IQ 95
California IQ 95
Colorado IQ 99
Connecticut IQ 100
Delaware IQ 97
Florida IQ 95
Georgia IQ 95
Hawaii IQ 95
Idaho IQ 98
Illinois IQ 98
Indiana IQ 98
Iowa IQ 100
Kansas IQ 100
Kentucky IQ 95
Louisiana IQ 93
Maine IQ 99
Maryland IQ 98
Massachusetts IQ 101
Michigan IQ 98
Minnesota IQ 100
Mississippi IQ 91
Missouri IQ 98
Montana IQ 100
Nebraska IQ 99
Nevada IQ 96
New Hampshire IQ 101
New Jersey IQ 99
New Mexico IQ 93
New York IQ 98
North Carolina IQ 96
North Dacota IQ 100
Ohio IQ 99
Oklahoma IQ 98
Oregon IQ 99. Pennsylvania IQ 98
Rhode Island IQ 97
South Carolina IQ 93
South Dacota IQ 99
Tennessee IQ 95
Texas IQ 96
Utah IQ 98
Vermont IQ 100
Virginia IQ 98
Washington IQ 99
West Virginia IQ 97
Wisconsin IQ 100
Wyoming IQ 99)
Uruguay IQ 96/90 (87/87)
Uzbekistan IQ 87/79
Vanuatu IQ 84/76
Venezuela IQ 89/83
Vietnam IQ 96/93
Yemen IQ 83/73
Zambia IQ 77/67
Zimbabwe IQ 66/71
The SAT verbal section correlates with traditional IQ tests at .8, which, at
that correlation (only IQ tests correlate with each other at that level), makes
the SAT verbal section nothing less than an IQ test. The GRE verbal section is
harder than the SAT verbal section; it�s reasonable to think that the GRE verbal
section correlates just as well with traditional IQ tests.
However, the SAT quantitative section correlates with traditional IQ tests at no
more than .7, which makes it a weaker measure of intelligence (though it still
is pretty good). The GRE quantitative section is much easier than the SAT
quantitative section. So it�s reasonable to think that the GRE quantitative
section correlates even less than .7 with traditional IQ tests.
The moral of the story is that the GRE Verbal section is a great measure of
intelligence for those who are native, or non-native, well-versed, English
So I scoured the high IQ societies and found that a number actually accept the
GRE verbal section by itself. TheISI-Societydoes
sowith two points: a 790 verbal
score is equivalent to a 148 IQ, and a 700 verbal score is equivalent to a 137
IQ (assuming SD is 15). I�m taking these two point from this one society for the
internal consistency. My third point comes from the verbal score
average�historically about 470�corresponding to a college graduateaverage
IQ of 105. Having more points would be better, but this will work for now.
My slope is 0.13531211750306, and my intercept is 41.5960832313339. We can round
them to .135, and 41.596. The resulting equation is IQ = .135*Verbal + 41.596.
The following is a incomplete chart; the decimal places don�t imply greater
I would advise anyone using this chart to drop the decimal points. For example,
if you scored a 630 verbal score, then take your IQ to be roughly 126 and
neither a 126.8 nor 127.
25 African nations have average IQs lower than 70, which means that American
psychiatrists must label them as retarded according to
DSM-IV-TR. More than 80 African nations have IQ's lower
than 84. The average of the lowest 24 is 66, and the average of the entire
84 is 74, so at best the IQ of blacks brought to the Americas as slaves was 70.
IF the IQ of the offspring of mixed race parents is a simple average, and since
American blacks have 20% Caucasian genes whose ancestor's IQs were around 100,
THEN we'd expect American blacks to have an average IQ of 76 (borderline
retarded according to Seligman). BUT, IAEP scores of mostly black cities like Washington, DC, Detroit, New Orleans,
and Gary, Indiana, have consistently been lower than Mozambique with an IQ of
72. By this definition, one sixth of India's population of 1.27 billion, or 212
million [the fastest growing demographic group there], are retarded.
India's fastest growing export is retarded Indians.
Koko the Gorilla's IQ was 85, making her a more
qualified candidate for "president" than Obama even IF he's at the high end of
the curve--which he clearly is NOT!
the "liberals" in education [read: jews] achieve their goal of establishing
racial and "gender" "equality" by using only 6% of the "IQ" test questions to
measure "IQ", and then widely publicize that "men and women have equal
IQs"? If Gallup's
poll on "gender issues" is any indication, then it's been a raving
success: 29% of men and 43% of women believe women are more intelligent
than men, and 40% of both men and women believe they are of "equal
intelligence". Are they correct, or are the 28% of men and 14% of women
who believe men are more intelligent correct?
It's a major moral dilemma for this
putative Christian nation, one that prides itself on truth, honesty, and
Christian charity, that there's no hard scientific or statistical evidence to
support the beliefs of almost three quarters of American men and 6 out of 7 of
American women that women are "equally" or more intelligent than men.
After more than a decade of
research, this author is familiar with only two tests on which females
outperformed males in intelligence, and that's a small advantage 9 and 13 year
old girls have over boys on the math portion of the politically motivated
National Assessment of Educational Progress (NAEP)
test, and the verbal portion of the equally politically biased American College
test. By age 17 years, though, boys outperform girls by a very large
margin on NAEP, there are no other tests which duplicate the results of the
verbal portion of ACT, and boys outperform girls by very wide margins on all the
other ACT tests (math, rhetorical skills, algebra, reading, social studies,
arts/literature, science reasoning, natural science, and composite).
There's no section of the TIMSS
test on which girls ever outperformed boys, and their scores were so low on
TIMSS physics that their responses were statistically significant on only 45% of
the test, and they scored lower than if they'd just guessed at the answers on
the rest. Boys outperform girls by wide margins on both the verbal and
math sections of the SAT.
This difference between men
and women in academic skills carries over to free enterprise where a very
exhaustive Census Bureau study highlights the four fold advantage men
have over women in critical thinking, decision skills, earning ability,
corporate management, people skills:
Adding women to the ownership of a man owned business reduces its
potential receipts by $323,300 or 55.5%.
Adding men to the ownership of a woman owned business increases its
potential receipts by $108,100 or 71.5%.
Completely removing women from ownership increases potential receipts by
$431,400 or 3.9X relative to a woman owned business where men are not
Unless "intelligence" is
something that can't be measured, and unless all who believe men aren't more
intelligent than women accept as a fact an entity that can't be
quantified or measured or proven, then it simply cannot be correct that women
are more than or equally intelligent to men. Thus, 6 out of 7 American
women and three quarters of American men hold a belief that cannot be
substantiated by any facts, proof that the brainwashing of our students has been
a remarkable success.
The other evidence of the remarkable
success of this brainwashing is the fact that this page has been on the internet
for more than a decade in one form or another--and in all that time not one
single woman, even those claiming to be PhD's, asked one single logical question
Why there's a four fold difference
between men and women in these skills.
If there's anything that can be done
to improve American education (for either boys or girls--or both).
How this highlights affirmative
action's destructive effects when competent White men are displaced by
incompetent black women.
Whether or not there may be a
specific flaw in the data, the tests, or the way the tests are conducted or
How it might be possible for an
entire group to score lower on a standardized test than if they'd just
guessed at all the answers.
And, most importantly, how so many
12th grade girls could exhibit zero mathematical and calculation skills.
Instead, virtually every input from a girl
or woman has been an emotional tirade which attempted to discredit the messenger
rather than understand that their equality boat has a great big hole in it and
has already sunk. The usual charge is "you must really hate women", which
belies this author's role in creating and organizing standardized tests,
administering and funding them, collating the results, and publishing the test
scores. If this author "hates women", then consider how much MORE the
federal and state governments around the world who paid for, administered,
tested, and publicized the results of so many different tests, must "hate
women". All this author has done is peek at the test results and put them
on a few web pages.
businesses like the Gallup Organization present their data in such a distorted
fashion that it is difficult to sort it all out. Almost all standardized
tests (with the exception of TIMSS which did report Israel's scores separately)
exclude jews as a separate race. Feminazis would not view it as "sexist"
or "racist" or "anti-semitic" to merely note the significant differences in
intelligence by race and sex, and particularly by race and sex of jews, had this
brainwashing not been a raving success.
TIMSS, where Israel (which
is mostly if not all jews) scored a mere 466 in TIMSS math, provides an
excellent opportunity to fill in the gaps caused by Wechsler's distortion of his
"IQ tests", Gallup's biased polling strategy, and the failure of almost all news
sources to separate the data by race and sex. SAT math scores by race and
sex are correlated with TIMSS math scores by race and sex to establish that jew
boys score 458 in SAT Math, jew girls score 438, and in TIMSS, Asian boys in the
US score 614, Asian girls in the US score 580, Caucasian boys score 573,
Caucasian girls score 538, etc. This is consistent with the very low test
scores of Miami-Dade,
Florida which has such a high population of jews that the main boulevard is now
called "Yitzahk Rabin Blvd".
correlation can then be used to establish an "actual" IQ which more accurately
reflects the race and sex differences shown by all these standardized tests, as
well as cranial capacity, than do the Wechsler and other "IQ tests" which have
removed the major portion that tests for intelligence:
To verify this Actual IQ score, the known
racial and sex differences demonstrated by differences in the NAEP Math, ACT
Math, and GRE (Graduate Record Exam) Quantitative scores are compared, showing
remarkably high correlation (r-squared of 0.96, 0.94, and 0.95, respectively):
Now that we've established some level of
confidence that this Actual IQ is an accurate and reliable measurement of the
actual differences in intelligence, or at least in test performance, between
races and sexes, the real challenge is to correlate this to brain size:
The one outlier which
throws r-squared off so much, to only 0.75, is the one for nigger boys with an
average cranial capacity of 1,319, but who score only 78 in IQ, 445 in TIMSS
Math, 431 in SAT Math, 17.4 in ACT Math, 247 in NAEP Math, and 446 in GRE
Quantitative. All of these scores suggest that nigger boys should have a
brain capacity of 1,210 rather than 1,319, suggesting that the actual brain size
measurement might be 9% too high. The following is what the chart would
look like if the cranial capacity of nigger boys were presumed to be 1210 rather
than 1,319. For more discussion on this detail, please click here.
In contrast to the above Actual IQ Score
are the Wechsler and Lynn IQ scores which are not consistent with any known
standardized tests, achieving at best an r-squared of 0.45:
Lynn and Wechsler estimate the IQ of both jew boys and jew girls to be 115,
their performance in TIMSS puts jew boys at 85 and jew girls at 80, and where
they put Asian boys at 106, TIMSS puts them at 118. Similarly, they
overestimate Mexican boys by 2 points, Mexican girls by 12 points, Caucasian
girls by 2 points, Indian girls by 8 points, and they underestimate Caucasian
boys by 6 points, nigger boys by 8 points, and nigger girls by 5 points.
Such a bias is consistent with the obvious, pervasive, and
systemic bias of government reports, outrageous media disinformation, and other
politically correct persons who almost have heart attacks when someone says "jew
boy", "nigger", or "chink" (and perhaps this report will be updated with respect
to the name of the Asian classification. Correlating their estimates with brain
size produces the following graph with an r-squared of 0.745:
Race & Sex
GRE Quanti tative
Pub lished IQ
Adjust ed IQ
If IQ and brain size correlate precisely, which it might (but
this is not proof that it does), then we would expect to see something like the
following, which requires the reduction of IQs of:
Asian boys by 6 points, from 118 to 112.
Caucasian boys by 3 points from 108 to 105.
Asian girls by 13 points from 110 to 97.
Indian boys by 3 points from 95 to 92.
Caucasian girls by 9 points from 100 to 91.
jew boys by 1 point from 85 to 84.
Indian girls by 7 points from 87 to 80.
It also requires an
increase in IQs of:
Nigger boys by 14 points from 78 to 92.
Mexican boys by 1 point from 90 to 91.
Mexican girls by 4 points from 80 to 84.
jew girls by 3 points from 80 to 83.
Nigger girls by 5 points from 75 to 80.
It also requires that the gender gap between Asian boys
and Asian girls be 15 IQ points, with Caucasians to be 14 points, with Indians
to be 12 points, with Mexicans to be 7 points, and with jews to be 1 point.
Arthur Hu's IQ Spectrum
"What IS open to
question is whether the tests measure innate, unchangeable abilities. As this
chart shows, there are groups with average or better performance out there.
However almost every conventional race based intervention in education does not
result in equal performance. Only programs based on rigorous academics such as
Barclay, and not race such as; conventional desegregation, busing students to
expensive surburbs or affirmative action in hiring and multiculturalism in
curriculum have been shown to result in superior performance."
IQ Spectrum has not been corrected for the erroneous IQ data reported by jews
like Wechsler and one of the authors of The Bell Curve, but it has been enhanced
with data from the SAT and NAEP, by state, sex, and race to demonstrate the
relationship between IQs and standardized test scores. This enables the
following cross-state, cross-sex, and cross-race comparison to be made between
IQ, SAT Math scores, SAT Verbal scores, and NAEP Math scores.
(1) In many cases, conversions were made from SAT scores to an
estimate of the US population based on percentile to IQ conversion.
(2) Koreans adopted by Americans, Winick,
Meyer and Harris 1975
(3)American men = Asian women at
visiospatial tasks (math) (Lynn / Seligman)
(4) Blacks in New York and Boston are equal to grade level in
some grades, equal to 100 IQ by definition. Some schools that are mostly black
in Chicago also perform at the 50th percentile.
(5) Study of children of mixed parents of European and Black
soldiers found no difference
A.Hu Converted 1995 CLAS distribution to IQ with white=100
(7) National Assessment of Educational Progress given to
national cross-section of students, 1990
(8) "A better idea" The Economist Dec 2, 1995 p. 23 Barclay
public school in Baltimore Md. emulates a tough private school to achieve 85
percentile math scores with 90% black students, 82% free lunch who previously
were scoring 20-30 percentile. Superintendent was fired who had opposed "rich
black man's curriculum" inappropriate for poor students.
(9) Flynn looked at studies that put Asian IQ higher and
concluded that after you accounted for increases in IQ since the tests were
"normalized", Asian IQs were actually no higher than whites might expected to be
at the same time. However, he does not dispute that Asians still have superior
academic performance in school, which is just as useful as having a high IQ.
Note that blacks are, as a group, generally below whites, but
it is not difficult to find groups who score 100 average or far above under
ideal conditions. Those who say that tests are invalid are implying that
performance is equal when every test devised by man shows differences in skills
such as vocabulary, abstract reasoning, and mathematics.
Date: Fri, 2 Feb 1996
Here's something else you might find helpful - note Asian
females have a gender gap, but its nearly erased by the racial gap for Asians.
1993 SAT Scores Ranked by Race and Gender (unpublished
special tabulations, College Board)