﻿ PISA Math

PISA Math

Israel:  IGZ (Intellectual Ground Zero)

OUR DISMAL PISA SCORE WAS PREDICTABLE, AND EXPECTED

As the following graph shows, the highest scoring jew in Israel is one in a private school who scored an average of 460, which is 24 points higher than Israel's average score of 436.  But it's 46 points lower than the average boy who participated in PISA, 99 points lower than Korean boys who scored 559, and 109 points lower than a boy in the Netherlands who scored 569.

Did anyone score lower?

JEWS

The lowest scoring jew was one raised by a stepmother, who scored 348, or 112 points lower than jews in private schools and a whopping 211 points lower than Korean boys. Compared to the jew in private school, the average jew girl scored 30 points lower, a jew who didn't have regular family meals scored 41 points lower, a jew who grew up with no parents present scored 45 points lower, a jew who grew up without a father in the home scored an average of 55 points lower, a jew raised by his grandparents scored 70 points lower, a jew who lived in a small town scored 97 points lower, a jew who grew up with a stepfather scored 104 points lower, and a jew who grew up with a stepmother scored 112 points lower.

Ironically, a jew who grew up with a mother in the house scored 9 points lower than a jew who grew up without a mother in the house, whereas a jew who grew up with a father in the house scored 35 points higher than one who grew up without a father in the house.  A jew who grew up with brothers scored 38 points higher than those who didn't, whereas a jew who grew up with sisters scored 21 points higher than those who didn't. A jew whose father was not born in Israel scored 15 points higher than one who was, 11 points higher if his mother was not born in Israel, and 9 points higher if he himself wasn't born in Israel.  A jew who goes to sporting events regularly scored 23 points higher than those who didn't.

Why did Poland score only 470, which is 99 points lower than the Netherlands?  The same reason Miami-Dade County, Florida: Rochester, NY; Chicago, Illinois; and Jersey City, New Jersey scored dead last in the US in TIMSS and why Israel scored so low.

HIGHEST SCORING DUTCH BOY VS. LOWEST SCORING PERUVIAN GIRL

Following are the highest and lowest PISA Math scores.  Private school students in the Netherlands, who are three quarters of their students, scored dramatically higher than their public school students (40 points higher), and 299 points higher than Peru's public school students.

 Girls Boys Private School Public School Peru 285 301 393 274 Brazil 322 349 413 322 Mexico 382 393 452 376 Israel 430 442 460 422 U.S. 490 497 529 489 Korea 532 559 549 545 Japan 553 561 553 558 Netherlands 558 569 573 533

OUR DISMAL PISA SCORE WAS PREDICTABLE, AND EXPECTED

The dismal score of 489 "achieved" by the US, whose education system motto is "pursuing excellence" rather than "muddling with mediocrity", was easily predictable from prior test scores like those from GRE and TIMSS.  It would be expected that Asian boys in the US should score in the range of Japanese boys, or 561.  As Asian males are 2% of the population, their contribution to our national average score is 561 x 2% = 11.22.  Also true for Asian women, 553 x 2% = 11.06.  While White boys in nigger-free, latrino-free, jew-free North Dakota score considerably higher than all other states (100 SAT points higher than boys in New Jersey), and thus may score even higher than the Netherlands, White boys across the country averaged 549, a score lower than the Netherlands of 569, but higher than Flanders of 543.  As White men are 35% of the population, their contribution to the national average is 549 x 35% = 192.15.   The 11 point lower score for White girls (who are 35.1% of the population) of 538 is equivalent to the sex differences in other countries, 538 x 35.1% = 188.84.

Most latrinos in the US are Mexicans, so Mexican men who are 5% of the population contribute 382 x 5% = 19.1, and Mexican women 382 x 5% = 19.1.  It's not likely that the jew boys in the US would have scored any higher than the "Israeli" boys in "Israel" of 442, as the score in "Israel" is made up entirely of "jews", and not Arabs and Christians.  The 1.1% of the US population which is jew males thus contributed 442 x 1.1% = 4.86, and jew girls contributed 430 x 1.3% = 5.59.

The class of students who really drag down our scores are the niggers who constitute 12.5% of the US population, particularly nigger girls who scored 404 on GRE Quantitative, 234 points lower than Asian boys.  Such a low score on GRE suggests that they score even lower than the mestizos of Peru who share a common mixed-race ancestry.   But if we use the Peruvian scores to represent American nigger boys, we get 301 x 6.25% = 18.81, and for nigger girls we get 285 x 6.25% = 17.81.

The total of the above calculations is 489.09, durn close to the 489 score reported by PISA:

 TIMSS GRE PISA % pop Total Asian Boy 615 638 561 2% 11.22 White Boy 545 586 549 35% 192.15 Asian Girl 607 572 553 2% 11.06 White Girl 541 514 538 35.1% 188.838 jew boy 472 442 442 1.1% 4.862 jew girl 460 430 430 1.3% 5.59 latrino boy 385 517 393 5% 19.65 latrino girl 385 451 382 5% 19.1 Nigger boy 350 446 301 6.25% 18.8125 Nigger girl 349 404 285 6.25% 17.8125 Total 489.09

Let's consider each 3 point gap in scores to be one generation.  Thus, the 299 point difference between public schools in Peru and private schools in the Netherlands is 100 generations, and the 284 point gap between girls in Peru and boys in the Netherlands is 95 generations.  The gap between Israeli girls and Netherlands boys is 46 generations, which means that it's unlikely that any of the girls in Israel scored as high as the average boy in the Netherlands.

NETHERLANDS BEATS JAPAN

As poorly as the US did on this test, the gap between the public schools of Israel and the US of 22 generations suggests that NO jews scored in the range of the lowest scoring American students.

These are the results of the PISA test which show the US scores 8 generations lower than Japan in math:

ANOTHER WAY TO MEASURE GENERATIONS

http://www.pisa.oecd.org/dataoecd/58/41/33917867.pdf

The chart on page 59 of the above Adobe document reports the following:

Hong Kong scored statistically significantly higher than Finland.

Finland scored statistically significantly higher than the Netherlands.

The Netherlands scored statistically significantly higher than Denmark.

Denmark scored statistically significantly higher than Sweden.

Sweden scored statistically significantly higher than Luxembourg.

Luxembourg scored statistically significantly higher than the US.

The U.S. scored statistically significantly higher than Portugal.

Portugal scored statistically significantly higher than Serbia.

Serbia scored statistically significantly higher than Uruguay.

Uruguay scored statistically significantly higher than Mexico.

Mexico scored statistically significantly higher than Indonesia.

Indonesia scored two points higher than Tunisia, 11 points higher than Brazil, and 87 points higher than Peru public schools.

MUD FLAPS

Table 2.1b of http://www.pisa.oecd.org/dataoecd/0/48/33995376.xls

Muds in all countries scored remarkably lower than Whites in those countries, as well as Whites in every other country.  The 288 point spread between the lowest scoring mud in Peru of 285 and the highest scoring White in the Netherlands of 573 represents the vast majority of the intellectual spectrum measured by PISA.

BRITTLE BRAZILIANS

The 52.3% of Brazilian boys who scored lower than 358 are represented primarily by the 38.5% who're mulattos, 6.2% who are blacks and 1.6% who are of other unspecified races.  While the CIA estimates that 53.7% of Brazil's population "are White", the simple fact that only 0.3% scored over 668 (compared to 15% in Liechenstein, Switzerland, Czech Republic, and Denmark, more than 17% in Hong Kong, Japan, and Korea, and more than 10% in Austria, Belgium, New Zealand, and the Slovak Republic) proves that the "Whites" from Portugal who populated Brazil who had already miscegenated with blacks, Moors, and jews prior to their expulsion in 1492, are from the lowest intellectual strata of Whites.  In Europe, however, Portuguese and Spaniards are not considered Whites.

TOTTERING TUNISIANS

Almost half of the boys from Tunisia, one of the lowest scoring countries, scored lower than 358, proving the presence of a large black influence in a population which the CIA estimates to be 98% Arab and 1% European.  However, similar to Mexico, Brazil, Indonesia, Thailand, and Uruguay where less than 1% scored over 668, zero percent of Tunisian boys scored over 668 proving that any Europeans there also came from miscegenated nations.

MUDDIED MEXICANS

The 36.1% of Mexicans who scored lower than 358 are made up primarily of the 30% who the CIA estimates are Amerindian.  The 60% who're mestizos [read: have some Spanish blood] are primarily the 27.1% who scored between 358 and 420, and the 21.5% who scored between 421 and 482.  The fact that only 4% of Mexicans scored over 545 suggests that the 9% who're listed as "White" are actually Hispanics whose ancestors in Spain had also mixed with blacks, Moors, and jews prior to their expulsion in 1492, just as they had in Portugal.  To add insult to injury, Mexico was one of the few countries who scored lower in 2003 than they did in 2000 (382 vs. 400) suggesting that their future is ever more muddy.

MUDPIE GREEKS

While "the Greek Government states there are no ethnic divisions in Greece", the simple fact that a fifth of Greek boys scored lower than 358 and 6% scored higher than 607 (one of the largest spreads in PISA test scores) suggests ethnic divisions of monumental proportions.  No other country which has such a large percentage of its population scoring lower than 358 (such as Mexico, Turkey, Brazil, Indonesia, Sebia, Thailand, Tunisia, and Uruguay), had such a large percentage of its population scoring over 607.  The official stance of the Greek government might be just like the political objective of the US, to wipe out ethnic divisions, but the 6% who scored over 607 are pure White descendants of the Greeks who built structures like the Parthenon 2,500 years ago which modern day Greeks, two thirds of whom scored lower than 482, can't even repair, much less design and build.

The Greek government might consider it noble to attempt to narrow the racial divide, but is it at all possible that the Whites in Greece would today be scoring as high as the Whites in Austria, Belgium, the Czech Republic, New Zealand, Slovak Republic, Switzerland, and Liechenstein, where more than 10% scored higher than 668, if it weren't for this misguided social policy?  Might it be possible for Greece today to repeat something it did 2,500 years ago before they miscegenated their race and then declared "there are no ethnic divisions in Greece"?  Can people, two thirds of whom have math skills which are on par with Mexico and Brazil and thus have no choice but to be common laborors, even earn enough money to pay the taxes to build something that the 6% who scored over 607 are capable of designing?

By declaring that "there are no ethnic divisions in Greece", the Greeks set themselves on a course which will make them all look like Mexicans soon enough, scoring 104 points lower than the Swiss (437 vs. 540) who do recognize God's natural order and His divisions of races, and only 55 points higher than the Mexicans (382) who don't.

TURKEYS

Like Portugal, Spain, Hungary, Greece, Mexico, Brazil, Serbia, Thailand, Tunisia, Uruguay, and Italy, only a small percentage (2.6%) of Turkey boys scored higher than 668.

PROBLEMATIC PORTUGUESE

While  more than 10% of the boys in most European nations scored higher than 668, only 1.2% of Portuguese boys did, and the percentage who scored lower than 358 was equivalent to Greece, the US, Russia, Hungary, and Serbia.  The fact that Portugal itself scored 140 points higher than its cousins in Brazil is proof that Portugal is not very good at transmitting its culture to other lands, even though Portuguese is the 8th most widely spread language in the world (compared to French which is only the 11th).   Even while scoring so much higher than its cousins in Brazil, Portugal still scored 33 points lower than its neighbor Spain, 54 points lower than the OECD average, and 125 points lower than Japan.

GENUINE GERMANS

The CIA estimates that 7.2 million of Germany's population of 84.3 million, or 8.6%, are foreigners, with most of them being Turks.  Such a large Turkish population, 28% of whom scored lower than 358 back home in Turkey, is why 10.6% of boys in Germany scored lower than 358, while 7% of German boys scored higher than 668.  The German government does not declare that there are no ethnic divisions, but rather declares that there IS, and never grants citizenship to the foreigners living in Germany except in the rare event that they are of German ancestry.

ETHERLAND NETHERLANDS

The most impressive scores on PISA (in the ether, so to speak) were from the three quarters of Dutch students who attend private schools who at 573 scored 40 points higher than Dutch public school students, 20 points higher than Japanese private school students, 77 points higher than the OECD average, and 299 points higher than Peruvian public school students.

A Dutch student: whose father completed college scored another 16 points higher than that, or 589; who attends a school where a student is not likely to be transferred to another school for behavioral problems scored 12 points higher, or 585; in a school with poor heating, cooling, and lighting scored 20 points higher, or 593;   who attends operas scored 21 points higher, or 594; in a school with poor instructional material in the library scored 12 points higher, or 585; who has no cellular telephone scored 27 points higher, or 600;  has 3 or more computers at home scored 3 points higher, or 576;  in a school where there are no disruptions from fellow students scored 14 points higher, or 587;  not hindered by teacher absenteeism scored 45 points higher, or 618; whose fellow students respect the teachers scored 40 points higher, or 613; who feels bored in school scored 3 points higher, or 576; whose school does not lack teachers scores 9 points higher, or 582;  who uses computers several times per month scores 19 points higher, or 592; uses internet at school several times per week scores 22 points higher, or 595.

Some of these factors are cumulative, but some cannot be.  For example, a Dutch student who scores 19 points higher than the average private school student at 592 and uses computers several times per month must also be the student who has computers at home, cancelling out the 3 point increase that the average student sees who simply has computers at home.  He might also be the same student who uses the internet several times per month who scores 22 points higher.  In that event, the student who has computers at home, uses them several times per month, and uses the internet at school several times per week, might score only 22 points higher than average.  But unless there's a relationship between attending operas and using computers (which there certainly can be), then it's possible that such a student would score 573 + 21 (operas) + 22 (internet) = 616.

There are three possibilities for why a student who uses cellular phones scores 27 points lower than one who doesn't:

1. Cellular phones interfere with studies and homework.
2. Students who choose to have cellular phones are not as intelligent as those who don't.
3. A combination of the two.

Is it possible that a Dutch boy who has computers at home, uses them several times per month, uses the internet several times per week at school, and has no cellular phone, can score 643?  Of course.  Would such a student always score that high?  Of course not.  Would such a student score another 20 points higher just because his school has poor utilities?  No.  But there certainly are Dutch students who COULD score that much higher, at 663, who meet all of these conditions.

This is not to say that the Dutch student who's a boy whose father completed college, with no cellular phone and classrooms cold in the winter and hot in the summer with poorly stocked libraries but teachers who're abundant and not absent, who attends operas and uses the internet and computers, whose fellow students respect teachers and don't disrupt classes, AND is BORED by school, will ALWAYS be the highest scoring student--but PISA proves that he sure is very likely to be.