

Truth About Standardized Test Scores
Our amazingly low 12th grade TIMSS Math score of 461 simply cannot be explained by any ordinary known differences between races and sexes and requires a detailed analysis of the historic 154 point gap between Whites in Iowa and Whites in New York. Once we realize that Catholic Whites in mostly Catholic states score more than 200 SAT Math points lower than Protestant Whites in mostly Protestant states, the differences begin to make sense:
1996 Profile of CollegeBound Seniors National ReportBackground Information
The "SAT Math Scores for 2005 Highest on Record" LIEThe College Board home page has this glowing news about how "SAT Math Scores for 2005 Highest on Record", which of course they know is the mantra du jour which will be repeated ad infinitum by mediots who wouldn't dare check with the College Board's own data, much less challenge such a "positive" statement about the state of US education. After all, we have a war on terror to fight, so how does accuracy in media advance THAT cause (plus isn't it racist and sexist to do so)? Let's be racists and sexists and analyze the FACTS on the College Board's own web site which by themselves prove the headline to be a LIEwithout even correcting how they LIED with statistics on top of that. Their page "Table 2: Mean SAT Scores of CollegeBound Seniors, 1967–2005*" reports that SAT Verbal scores between 1967 and 2005 for girls dropped a whopping 40 points from 545 to 505, and for boys a whopping 27 points, from 540 to 513. They also hope that the mediots who repeat the mantra du jour don't question the following simple truths:
Between 1967 and 2005, there was no increase in math scores, even by the SAT's own biased estimates. The combined 67 point drop in verbal scores can hardly be described as "higher than ever". Had they been HONEST about it, they would have included the 69 point drop in scores from 975 in 1960 to 906 in 1975 by the old scale. Instead, by the new, or "recentered" scale, between 1967 and 1974, they report only that verbal scores dropped from 543 to 521 or 22 points and that math scores dropped from 516 to 505, or 11 points, for a total drop of only 33 points. The lion's share of the drop in scores, another 36 points, occurred BEFORE the 1967 starting point of this table. It's precisely this knee jerk change in the statistic, the critical part of any statistical analysis, which the College Board omits from its charts, data, tables, reports, and analyses, and this is called "LYING With Statistics 101". For "men" [read: the American couch potato who WILL believe this feminazi LIE] to understand this, let's put the stats in sports terms. This would be like reporting the three points the Forty Niners got in the last three quarters while ignoring the 12 points the Rams got and the zero points that the Forty Niners got in the first quarter. Unless you know the first part, how would you know that the Forty Niners had already lost the game? Unless you consider WHY scores suddenly started to drop, and WHEN, how can you even begin to trace the source of the problem? GRE Gender Gap LEAPFROGGED 22 POINTSThe above also ignores something that may be even more important and significant than what they DID report, which is that the College Board's OWN data shows the gender gap at the graduate school level between AMERICAN Asian men and AMERICAN black women LEAPFROGGED 33 points, from a "mere" 234 to a whopping 267 between 1997 and 2002. Even in this day and age of the internet, less than 7% of Americans know this, mainly because they failed to even put out a press release and mediots just can't be bothered to do such SIMPLE research on the College Board's OWN web site:
Following is the comparison after this increase in the "gender gap" between 1997 and 2002 is considered, with this increase represented in red:
DEEDUCATION: OUR TWELFTH GRADE GIRLS SCORE 76 POINTS LOWER THAN OUR EIGHTH GRADE BOYSAn even bigger problem that the SAT scores and the agency conducting these tests either ignore or don't even know was revealed by TIMSS, a very objective, scientific, comprehensive study of more than half a million students in 46 countries around the world, 16 of whose 12th graders participated in TIMSS Physics. The boys in 9 of those countries scored higher than the 8th grade physics score, while our boys scored 56 points LOWER. The girls in 3 of those countries scored higher, but our girls scored 104 points LOWER, an inexplicable phenomenon which resulted in an ORDER OF MAGNITUDE increase in the already significant "gender gap", from 5 points to 51 points. How can it be explained, and how can our "news" media continued to IGNORE, that where Swiss 8th graders scored 46 points higher than ours in math, their 12th grade boys scored 102 points higher than our boys and 133 points higher than our girls, something pure SAT scores simply cannot reveal. What SAT is testing at the 12th grade level is a severely dumbed down, handicapped population of students who don't have a clue where they stand in the "global economy", and clearly will never have an opportunity to compete in it. To keep this problem hidden from view, our "educators", mediots, bureaucrats, and politicians compare 8th grade scores which GREATLY understates the problem: the last four years of a student's education is the most important part, and 8th grade scores completely miss that part. Furthermore, the following graphs exclude 12th graders from Japan, Korea, Hong Kong, and Singapore whose 8th graders scored more than 100 points higher than ours, and we really have NO data about their progress from 8th to 12th grade. Considering how many of the countries who DID participate experienced such a HUGE increase, the odds are very good that their increase was dramatically higher.
Based ONLY on a correlation of TIMSS physics scores with Professor Lynn's "IQ of Nations" adjusted to correlate them more closely, the "gender gap" in IQ for all American races is 9 points, with boys having an average IQ of 87 and girls 78.
UNDERREPORTING OF SCORES FOR THE WHITE RACEThe only way to explain the 154 SAT point gap between Whites in Iowa and "whites" in New York is that New York counts a lot of people who are not WHITES as "white", like jews who are the eternal ENEMIES of Whites, "white" Hispanics who score only a few points higher than "Hispanics" like Mexicans and Puerto Ricans, and blacks who report themselves as "white" on many of these standardized tests:
From 1960 to 1980 SAT scores decreased 85 points, from 975 to 890, an "inexplicable" event which some have attributed to the banning of school prayer by the Supreme Court in July 1963. In addition, the National Association of Scholars reports in "Academic Questions" that a person taking the SAT in 1990 would have scored 2335 points higher than he scored on the 1960 test. Between 1980 and 1995, the scores increased 20 points, for a net decrease of 88100 points. Was this 20 point increase real? This is hard to determine for certain because of changes in the questions on the test, and recentering of the test scores. Was there an improvement in academic performance? A disclaimer by NCES that SAT scores increased 14 points during the same timeframe that ACT scores remained flat suggests that at least 14 of this 20 point increase was not due to improved academic performance after 1991:
The actual state of US education in 1995 was 102114 SAT points lower than it was in 1960, the equivalent of 5157 TIMSS points, and 2023 NAEP points. RECENTERED OR JUST DUMBED DOWN!
"There is little evidence [read: research] showing the relationship between the Scholastic Assessment Test (SAT) and g (general intelligence). This research established the relationship between SAT and g, as well as the appropriateness of the SAT as a measure of g, and examined the SAT as a premorbid measure of intelligence. In Study 1, we used the National Longitudinal Survey of Youth 1979. Measures of g were extracted from the Armed Services Vocational Aptitude Battery and correlated with SAT scores of 917 participants. The resulting correlation was.82 (.86 corrected for nonlinearity). Study 2 investigated the correlation between revised and recentered SAT scores and scores on the Raven's Advanced Progressive Matrices among 104 undergraduates. The resulting correlation was.483 (.72 corrected for restricted range). These studies indicate that the SAT is mainly a test of g. We provide equations for converting SAT scores to estimated IQs; such conversion could be useful for estimating premorbid IQ or conducting individual difference research with college students."
http://nces.ed.gov/pubs/ce/c9622d02.html
NUMBER OF TEST TAKERS DECLINESEducators almost uniformly insist that this 102114 point decrease in SAT scores is due to an increase in the percent of students taking the test, which implies that a decrease in the median quality of the students taking the test is the root problem. But, at the least, between 1972 and 1980, this was definitely not the case. The number of test takers declined from 1,023,000 to 992,000, while scores decreased 36 points, and as the number of both 18 year olds and high school graduates increased. If this had been a factor, then the larger number of students graduating combined with a smaller number taking the SAT should have caused an *increase*, rather than a 36 point decrease, in scores. In addition, the percent of the US population which took the SAT during that time decreased from 0.5% to 0.41%. INCREASE IN MINORITY TESTTAKERS REDUCES SCORES 35 POINTSThe percent of test takers who are minorities increased from zero in 1973 to thirty one percent in 1995. Minorities' median SAT score is 833, which is 113 points lower than the 946 SAT score for whites in 1995. If all test takers in 1995 were whites, average SAT scores would have been 36 points higher, or 946 rather than 910. COMPARING TIMSS TO SAT AND NAEPInternational comparisons can be made between education factors like classroom size, education spending, teachers' sex, and school prayer by correlating these standardized test scores as follows:
CLASSROOM SIZEWhen the eighth grade TIMSS Math scores are correlated to the average number of students per classroom for the various countries for which all of the data is available, it is seen that adding one additional student to a classroom increases TIMSS scores by four points. Thus it is likely that the decrease in the average number of students in US schools from 29 in 1960 to 24 in 1996 caused a decrease in math skills which is equivalent to 20 TIMSS points, or 10 SAT Math point.. EDUCATION SPENDINGA similar analysis of the relationship of education spending to eighth grade TIMSS Math scores shows that a one percent increase in the percent of GDP a country spends for education reduces scores by forty TIMSS points. Thus it is likely that the increase from 4.8% to 7.6% of US GDP spent for education in the last four decades caused a decrease in math skills which is equivalent to a 112 TIMSS point decrease, or 56 SAT Math points. PERCENT OF GIRLS TAKING TESTThe percent of test takers who are girls increased from 49.5% to 52.5% which decreased the median SAT Math score by 2 points. T


Modified Sunday, October 02, 2011 Copyright @ 2007 by Fathers' Manifesto & Christian Party 