Intelligence is the most reliable predictor of academic
success. Intelligence is the
demonstrated ability to solve complex problems through abstract reasoning using
stored and newly acquired information in constantly changing circumstances. Abstract reasoning is a purely intellectual
process.
It is not one’s capacity to run, throw, jump, or catch. Playing sports does not demonstrate
intelligence because it is not abstract; sports require physical markers to
measure effectiveness. Terms such as emotional
intelligence are oxymoronic. To
attach an adjective to intelligence is to change the phenomenon
fundamentally into something other than intelligence.
Intelligence is also heritable. The Organization of Economic Co-operation and
Development [OECD] through its Programme for International Student Assessment
(PISA) aptly demonstrates this fact. It
uses tests of school achievement for 15-year-olds in the 34 OECD countries, along
with 31 other countries or regions.
Steve Sailer examined test results from 2003, 2006, and 2009 and found
that when broken down by ethnicity, American students did reasonably well
compared to the countries from which their ancestors came.
Testers censor information concerning American performance. PISA and the U.S. government apparently
conspire to keep the ethnic breakdowns of American scores a secret, except for
whichever subject is the main theme of that year’s PISA. Each year, reading, science, and mathematics
are tested. Scores for all subjects are
released in mind-numbing detail cross-tabbed for every conceivable factor …
except race. Hiding these results is
propaganda.
John Derbyshire argues that if we disaggregate USA students
by race, we are up there near the top. Asian-Americans
beat Korea and Japan. Whites were second
only to Finland. US Hispanics bested all
Latin American PSIA countries. American
black kids trounced Trinidad, the blackest nation on the PISA list. This information suggests that we
cannot close the academic performance gap between ethnicities.
Our schools are fine. They are doing as much as can be done with the
young people passing through them, with due allowance for race differences in
educability. Test scores are as good as
they can be. If there is a way to get
students scoring significantly better on tests than America’s do, no nation on
Earth has found that way. However, we
can change how we apply our resources.
Sailer makes the point that children should remain in school
learning to be literate and studying civics and math until about 12 years
old. At that time, we should use each
student’s academic performance to assess the likelihood of future success. Vocational or technical training can provide alternative
paths to self-sufficiency for those who fail academically, have low cognitive
ability, or dislike school. These
schools should offer few, if any, extracurricular activities.
Doing this would remove those who express dissatisfaction over school attendance by disrupting classes and robbing
deserving students of educational opportunities.
It would also mean that to participate in after-school activities,
students would have to become scholars first before being athletes.
Why squander resources trying to educate the ineducable? A lot of what high-school teachers do is just
child-minding; for a lot of youngsters, high schools are just holding pens. We cannot force education on people who
simply cannot perform to standard, and we
should stop lowering the academic bar to hide those inabilities. Cognitive differences exist worldwide; money cannot change that.
May your gods be with you.
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