"When Wechsler was developing his IQ test, he found that out of 105 tests assessing skills in solving maze-puzzles,

involving the most heterogeneous populations throughout the world,

99 showed an incontrovertible male superiority.

(Wechsler resolved this type of problem by eliminating all those tests

that resulted in findings of significant sex differences.)"Leonardo_member@newsguy.com in 9miftl0239r@drn.newsguy.com

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)

Take five minutes to complete the Poll on Exiling Blacks

	The correlation between IQ and race
	Other racial differences.
	The vast intellectual differences between the sexes.
	The exceptionally low IQ of jews.
	The fixed relationship between IQ and brain size.
	The correlation between brain size and standardized test scores.
	Twin studies proves IQ is inherited.
	Distribution curves between boys and girls on the GRE.
	Roger Roots on black IQ.
	Differences between boys and girls.
	Other observations about blacks.
	Distribution curves between blacks and Whites.
	Why does Africa remain a continent of pagans?

GRE Scores Track IQ Perfectly

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 own homelands.

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.

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:

IQs for 185 countries

http://www.rlynn.co.uk
http://www.rlynn.co.uk/pages/article_intelligence/t4.htm

"National IQs Based on the Results of Intelligence Tests and Estimated
National IQs (marked by *) Based on the IQs of Neighbouring or Other Comparable
Countries.

"Note: IQ purists say anything within a four point range is considered the
same or comparable", Professor Lynn

Country - National IQ

76 IQ of American blacks

25 African nations have IQs lower than 70, and more than 80 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% Caucasoid 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), consistent with the performance of mostly black cities like Washington, DC, Detroit, New Orleans, and Gary, Indiana.

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!

Wechsler Travesty

Did 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 Testing (ACT) 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 owners.

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 about:

1. Why there's a four fold difference between men and women in these skills.

2. If there's anything that can be done to improve American education (for either boys or girls--or both).

3. How this highlights affirmative action's destructive effects when competent White men are displaced by incompetent black women.

4. Whether or not there may be a specific flaw in the data, the tests, or the way the tests are conducted or reported.

5. 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.

6. 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.

Biased jew-controlled 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".

This 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:

Where 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	Brain Size	TIMSS Math	SAT Math	ACT Math	NAEP Math	GRE Quanti tative	Pub lished IQ	Adjust ed IQ	Adjust ment
Asian Boys	1,472	614	592	24.4	289	638	118	112	-6
Caucasian Boys	1,416	573	551	22.4	286	586	108	105	-3
Asian Girls	1,358	580	558	22.2	279	572	110	97	-13
Nigger Boys	1,319	445	431	17.4	247	446	78	92	14
Indian Boys	1,317	518	498	19	268	525	95	92	-3
Mexican Boys	1,306	496	476	19.4	255	517	90	91	1
Caucasian Girls	1,304	538	517	20	276	514	100	91	-9
jew boys	1,253	476	458	18.3	252	465	85	84	-1
Mexican Girls	1,250	455	438	18.4	245	451	80	84	4
jew girls	1,243	456	438	17.5	247	443	80	83	3
Indian Girls	1,217	483	466	18	258	462	87	80	-7
Nigger Girls	1,217	436	421	16.4	237	404	75	80	5

 

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."

 

The following 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.

Ethnic Group	IQ	Source	1990 SAT Verbal	1990 SAT Math	NAEP Math
Sao Tome, Equatorial Guinea	59	Professor Lynn
Blacks, District of Columbia	< 70	NAEP Crosslink, Beaton			204
U.S. Blacks	< 70	IAEP/NAEP Crosslink			209
Two dozen black African nations	< 70	Professor Lynn
District of Columbia		NAEP Crosslink, Beaton			231.4
Borderline Retarded	70-75	IQ - Seligman p.151	?	267	?
Black Delinquents	74	Shuey p. 498	?	?	?
Africans (Africa)	75	Lynn as cited by Murray p. 288	?	302	?
Southern Black children	80.5	Shuey	?	?	?
White Delinquents	81	Shuey p. 498	?	347	?
Black Felons	81	Shuey p. 498	?	347	?
Black Females	82	Interpolated from SAT estimate	346	377	?
Black Average	85	IQ Seligman p.149	351	385	?
Colored From Africa	85	Lynn as cited by Murray p. 288	?	?	?
Dull-Normal	80-90	IQ Textbook by Wechsler	?	?	?
Jordan	87	NAEP Crosslink, Lynn			236.1
Border Black Children	87	Shuey, and SAT Tables, 1991	356	393	?
Northern Black Children	87.6	Shuey, and SAT Tables, 1991	356	393	?
Black G12 NAEP Math	89	(7)	?	?	?
Black US Northern Average	90	IQ Jensen(4)	?	415	?
Koko the Gorilla	85-95	IQ Seattle Pacific magazine(1)	?	?	?
Urban North Black	91.1	Shuey	?	?	?
Hisp G12 NAEP Math	92	(7)	379	430	?
White Felons	92	Shey p. 498	?	?	?
White Chronic Welfare	92	Murray	?	?	?
Overall Criminals	92	Murray	?	?	?
Black Calif Math CLAS	92	A.Hu estimate (6)	?	?	?
South Carolina Public Schools		NAEP Table 1.6	395	437	261
Malays	96	Lynn 1977 (Seligman)	?	460	?
White American Girls	96	SAT Tables, 1991	436	464	?
Black Reading CLAS	96	A.Hu estimate (6)	?	?	?
White Unwed - No Welfare	98	Murray	?	?	?
California Public Schools		NAEP Table 1.6		482	263
Mixed Child of Black	100	Murray p. 310 (5)	?	?	?
Black Children Boston, NYC	100	See note	?	?	?
Adopted Asian Children	100	Sandra Scarr	?	?	?
American Students	100	Cattell's culture Fair Test	?	?	?
British	100	Lynn 1977 (Seligman)	?	?	?
Average Intelligence	90-109	IQ Textbook by Wechsler	?	?	?
Mainland China	101	Lynn (Seligman)	?	?	?
White CLAS Reading & Math	100	A.Hu set by definition (6)	447	489	?
Flynn's Asian Studies	100	??	?	?	?
Asian Calif CLAS Math	102	A.Hu (7)	?	504	?
White G12 NAEP math	102	(7), and SAT Tables, 1991	446	514	?
British Children	102	IQ Lynn & Song 1994	?	?	?
Malnourished Korean Adult	102	Winick, Meyer and Harris 1975 (2)	?	?	?
Asian Average	103-4	Murray	405	521	?
South Carolina Non-public Schools		NAEP Math, Table 1.6		525	283
Korean (est)	105	IQ Lynn & Song 1994	?	528	?
Moderately-nourished Adult Korean	106	(2)Winick, Meyer and Harris 1975	?	536	?
Chinese Hong Kong	106	IQ Chan & Lynn 1989	?	?	?
Chinese Hong Kong	106.7	Lynn 1982 (Seligman)	?	?	?
Japanese 9 Year Olds	107	IQ Shigehisa & Lynn 1991	?	?	?
White American Boys				542	?
Korean	108.5	IQ Lynn & song 1994	?	?	?
Asian G12 NAEP math	109	(7)	?	559	?
Korean Children in Korea	109	IQ Lynn & Song 1994	?	?	?
Italian 8th Graders	109	IAEP/NAEP Crosslink	?	?	280
Chinese Hong Kong	109.8	Lynn 1982 (Seligman) vs. British 100 Raven's matrices	?	566	?
Bright-Normal	110-119	IQ Textbook Wechseler	?	?	?
Korean Adults in Belgium	110	Frydman & Lynn 1989	?	?	?
Adopted Black Children	110	Sandra Scarr	?	?	?
Chinese	110	Lynn 1977 (Seligman)	?	?	?
Well Nourished Korean Adult	112	Winick, Meyer and Harris 1975 (2)	?	581	?
North Dakota Public Schools	112	SAT Table, 1991 and NAEP Math, Table 1.6		581	285
Jewish Boys	112.8	verbal Ann Arbor Institute (Seligman)	?	?	?
Orthodox Jewish Children (applying to Hebrew schools in 1950's)	114.9	Miles B. Storfer	?	?	?
Other Storfer Jews	110-115	Miles B. Storfer	?	?	?
Jews	115	Review of Bell Curve	?	603	?
Blacks at UC Berkeley	115	A.Hu top 15% UC definition	?	?	?
Texas Non-public Schools	116	naepmath.pdf Table 1.6		605	301
Blacks in Math Program	116	Barclay school Baltimore MD	?	611	?
Adopted White children	120	Sandra Scarr	?	641	?
Blacks at MIT	120	A.Hu based on SAT 1985	?	?	?
Whites at UC Berkeley	124	A.Hu top 5% top 1/3 of UC	?	671	?
Superior	120-129	IQ Text Wechsleler	?	?	?
Above Superior	130 & above	By Definition	?	715	?
White/Asian MIT	138	A.Hu (top 0.5% of population)	?	771	?

Notes:

(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

(6) 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.

This is my latest version -- Arthur Hu's "IQ Spectrum" -- http://www.halcyon.com/arthurhu/ 12422 107th Pl NE Kirkland WA 98034

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)

559 Asian male

518 White male

512 Asian female (only 6 points below WM)

472 White female

451 Hispanic male

408 Hispanic female

400 Black male

arthurhu@halcyon.com

Summary of references:

http://christianparty.net/grebrainsize.htm

 

http://christianparty.net/race.htm

 

http://christianparty.net/grebrainsize2.htm

 

http://christianparty.net/rushton.htm

 

http://christianparty.net/brainsize.htm

 

http://christianparty.net/jewsiq.htm

 

http://christianparty.net/iq.htm

 

http://christianparty.net/sex.htm

 

http://christianparty.net/timss.htm

 

http://christianparty.net/iqrace.htm

 

http://christianparty.net/mf.htm

 

http://christianparty.net/iqtwinstudy.htm

 

http://christianparty.net/iqnations.htm

 

http://christianparty.net/menare.htm

 

http://christianparty.net/einstein.htm for why Einstein's brain cannot be trusted as a control sample

http://christianparty.net/gallupsexdifference.htm for American opinion of intelligence by sex.

http://christianparty.net/timssphysics.htm for the huge differences between the sexes in physics scores.

 

Copyright @ 2007 by Fathers' Manifesto & Christian Party