
The jewish Problem In order to normalize the standardized test scores of New Jersey, New York, and Maryland with those of Tennessee, Minnesota, and Iowa, the test scores of all races, and the population of jews in these three Eastern states, must be radically adjusted. The scores for these 6 states cannot be normalized by simply using the official jewish population for those Eastern states, coupled with the standardized test scores by race reported by multiple testing organizations. SAT MATH SCORES It is of course possible that the actual SAT math scores of Whites in these Eastern states are actually considerably lower than those for Whites in the Western states, but that will be dealt with as a separate issue. The first objective is to do a worst case analysis which defines the outter parameters of these different scores by race and state, which requires looking first at the highest scores for Whites and the lowest scores for jews, blacks, and Hispanics. Once those outter extremes are quantified, the expected percentage of jews in these Eastern states can be adjusted to normalize them, and then the standard deviations within scores for each race can be compared. The high percentage of blacks in Tennessee and Maryland (23.4% and 35.6% respectively), coupled with the low percentage of jews in Tennessee, Minnesota, and Iowa, enables the actual scores of blacks to be determined with sufficient precision to calculate their contribution to the amazingly low scores of New Jersey, New York, and Maryland (105, 110, and 105 points, respectively, lower than Iowa). Once their contribution to these low scores is adjusted for, then the test scores of jews as well as their population in these Eastern states is known with a high degree of precision. The one variable that is not considered is the different percentage of test takers in each state, but this variable can be compensated for by comparing the results to the NAEP Math scores which are not subject to this variability. Tennessee's composite score matches it's actual score precisely if the SAT scores for blacks is adjusted downward by 56 points to 375, for Hispanics down by 40 points to 440, for Asians up by 30 points to 610, and for Whites up by 106 points to 597. This also creates a perfect match for Minnesota and Iowa, but it causes the composite average for the Eastern states to be a total of 76 points higher. To adjust for these Eastern states requires that the scores for jews to be adjusted downward by 99 points to 392. The disparity between these Eastern states can then be normalized by changing the estimated population of jews in each of these states to 33%, 25%, and 17%, respectively.
NAEP MATH SCORES The NAEP Math scores for these Eastern states are 8.3, 17.2, and 17.2 points lower than Iowa, respectively, so a comparison can be made to the above population estimates to normalize the NAEP scores for these states. The scores for Whites must be increased 20 points to 280 to normalize the Western states, but this biases the scores for the Eastern states. To normalize New York and Maryland requires scores for jews to be decreased 5 points to 265. [note, the NAEP score for Tennessee is not available for that year].
The NAEP 1996 Mathematics Report Card, Table B.5, reports the math scores for "Whites" in Delaware and Rhode Island to be 275, which is 12 points lower than those for "Whites" in Minnesota and Montana, of 287. If jews are only .1% of the population of the Western states, then the only way for "Whites" in Delaware and Rhode Island to have such low scores (all else being equal) is for an average of 54.5% of the population of "Whites" in those Eastern states to be jews. J = % of population who are jews 1  J = % of population who are "Whites" NAEP score for jews = 265 NAEP score for Whites = 287 265J + 287 (1J) = 275 J = 54.5%, 1  J = 45.5% This appears to be far more likely than the "official population" of jews reported by a number of nongovernment sources, particularly since jews demanded in 1957 that the Census Bureau stop reporting the demographics of jews by race.. TIMSS MATH SCORES The NAEP/TIMSS crosslinking study reports the estimated TIMSS scores by state which is consistent with SAT math, ACT math, GRE math, NAEP math, so this provides an alternative opportunity to verify the above assumptions. The 404 TIMSS math score of Washington, DC, is used to represent blacks, the 565 score of Belgium is used to represent Whites, the 487 score from Spain is used to represent Hispanics and Indians, the 605 score from Japan is used to represent Asians, and instead of using the estimated scores for Whites to represent jews, the 466 score from Israel is used to represent them. The predicted composite average of Delaware, New York, Rhode Island, Minnesota, North Dakota, Nebraska, Montana, and Iowa are all higher than their actual scores by an average of 24 points. To normalize the Western states requires the scores for Whites to be decreased 27 points, from 565 to 538. This results in the composite average scores for the Eastern states being an average of 11 points lower than their actual scores, which cannot be normalized using the official population for jews in those states. With 83% of the nation's 5.5 million jews in the Northeast, the actual percentage of the population in those states who are jews could be more than 20%. However, not even making the assumption that 20% of the population of those states are jews is enough to account for the disparity in these three states. In order for the predicted composite average TIMSS scores of Delaware, New York, and Rhode Island to match their actual TIMSS scores, the percentage of jews in those states must be increased by a large margin (22% in Delaware, 19% in New York, and 73% in Rhode Island), and the scores for jews must be increased by 29 points to 495. This is not a claim that this is the actual percentage of jews in those statesit merely demonstrates that this is what the population should be if all other factors are equal. The fact that American Whites score 27 points lower than Belgians is proof enough that all other factors are not equal, and suggests that Whites in those Eastern states could score even lower than Whites in the Western states.
If Asians in the US score closer to Whites in the US than to Asians in Japan, then scores for Whites would increase 1 point to 539 and jews 5 points to 500, which tends to confirm another methodology for determining the "intelligence" of jews through measuring their cranial capacity. So what is "the jewish Problem". It is that our immigration policy was modified in 1924 to permit "feeble minded ... morons" to enter the country, who then proceeded to tear down each and every Christian institution which made this the once greatest nation on Earth at the same time that they belittled and dumbed down our children with the STUPIDEST education ideas in human history. 