Faith And Folk (Archive)

Forwarded from Restored Puritanism — Fides et Gens, Inseperable.

"IQ" vs. Standardized Tests: Preamble. (2007)

"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.)"

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 1) 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.
(definition of mental retardation iq below 70, lowered from 85)

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. If 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 life.

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.

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108 viewsDec 26 at 17:02

"IQ" vs. Standardized Tests: Preamble. (2007)

"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.)"

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 1) 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.
(definition of mental retardation iq below 70, lowered from 85)

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. If 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 life.

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.

BY Faith And Folk (Archive)