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"IQ" vs. Standardized Tests

"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.)"

[email-masked] in [email-masked]

So the IQs of men and women were "equalized" by throwing out 94% of the test?

Take five minutes to complete the Poll on Exiling Blacks

The correlation between IQ and race

Other racial differences.

The vast intellectual differences between the sexes.

The exceptionally low IQ of jews.

The fixed relationship between IQ and brain size.

The correlation between brain size and standardized test scores.

Twin studies proves IQ is inherited.

Distribution curves between boys and girls on the GRE.

Roger Roots on black IQ.

Differences between boys and girls.

Other observations about blacks.

Distribution curves between blacks and Whites.

Why does Africa remain a continent of pagans?

Did the "liberals" in education [read: jews] achieve their goal of establishing racial and "gender" "equality" by using only 6% of the "IQ" test questions to measure "IQ", and then widely publicize  that "men and women have equal IQs"?  If Gallup's poll on "gender issues" is any indication, then it's been a raving success:  29% of men and 43% of women believe women are more intelligent than men, and 40% of both men and women believe they are of "equal intelligence".  Are they correct, or are the 28% of men and 14% of women who believe men are more intelligent correct?

It's a major moral dilemma for this putative Christian nation, one that prides itself on truth, honesty, and Christian charity, that there's no hard scientific or statistical evidence to support the beliefs of almost three quarters of American men and 6 out of 7 of American women that women are "equally" or more intelligent than men.

After more than a decade of research, this author is familiar with only two tests on which females outperformed males in intelligence, and that's a small advantage 9 and 13 year old girls have over boys on the math portion of the politically motivated National Assessment of Educational Progress (NAEP) test, and the verbal portion of the equally politically biased American College Testing (ACT) test.  By age 17 years, though, boys outperform girls by a very large margin on NAEP, there are no other tests which duplicate the results of the verbal portion of ACT, and boys outperform girls by very wide margins on all the other ACT tests (math, rhetorical skills, algebra, reading, social studies, arts/literature, science reasoning, natural science, and composite).  There's no section of the TIMSS test on which girls ever outperformed boys, and their scores were so low on TIMSS physics that their responses were statistically significant on only 45% of the test, and they scored lower than if they'd just guessed at the answers on the rest.  Boys outperform girls by wide margins on both the verbal and math sections of the SAT.

This difference between men and women in academic skills carries over to free enterprise where a very exhaustive Census Bureau study highlights the four fold advantage men have over women in critical thinking, decision skills, earning ability, corporate management, people skills:

| Adding women to the ownership of a man owned business reduces its potential receipts by $323,300 or 55.5%.
| Adding men to the ownership of a woman owned business increases its potential receipts by $108,100 or 71.5%.
| Completely removing women from ownership increases potential receipts by $431,400 or 3.9X relative to a woman owned business where men are not owners.

Unless "intelligence" is something that can't be measured, and unless all who believe men aren't more intelligent than women accept as a fact an entity that can't be quantified or measured or proven, then it simply cannot be correct that women are more than or equally intelligent to men.  Thus, 6 out of 7 American women and three quarters of American men hold a belief that cannot be substantiated by any facts, proof that the brainwashing of our students has been a remarkable success.

The other evidence of the remarkable success of this brainwashing is the fact that this page has been on the internet for more than a decade in one form or another--and in all that time not one single woman, even those claiming to be PhD's, asked one single logical question about:

Why there's a four fold difference between men and women in these skills.

If there's anything that can be done to improve American education (for either boys or girls--or both).

How this highlights affirmative action's destructive effects when competent White men are displaced by incompetent black women.

Whether or not there may be a specific flaw in the data, the tests, or the way the tests are conducted or reported.

How it might be possible for an entire group to score lower on a standardized test than if they'd just guessed at all the answers.

And, most importantly, how so many 12th grade girls could exhibit zero mathematical and calculation skills.

Instead, virtually every input from a girl or woman has been an emotional tirade which attempted to discredit the messenger rather than understand that their equality boat has a great big hole in it and has already sunk.  The usual charge is "you must really hate women", which belies this author's role in creating and organizing standardized tests, administering and funding them, collating the results, and publishing the test scores.  If this author "hates women", then consider how much MORE the federal and state governments around the world who paid for, administered, tested, and publicized the results of so many different tests, must "hate women".  All this author has done is peek at the test results and put them on a few web pages.

Biased jew-controlled businesses like the Gallup Organization present their data in such a distorted fashion that it is difficult to sort it all out.  Almost all standardized tests (with the exception of TIMSS which did report Israel's scores separately) exclude jews as a separate race.  Feminazis would not view it as "sexist" or "racist" or "anti-semitic" to merely note the significant differences in intelligence by race and sex, and particularly by race and sex of jews, had this brainwashing not been a raving success.

TIMSS, where Israel (which is mostly if not all jews) scored a mere 466 in TIMSS math, provides an excellent opportunity to fill in the gaps caused by Wechsler's distortion of his "IQ tests", Gallup's biased polling strategy, and the failure of almost all news sources to separate the data by race and sex.  SAT math scores by race and sex are correlated with TIMSS math scores by race and sex to establish that jew boys score 458 in SAT Math, jew girls score 438, and in TIMSS, Asian boys in the US score 614, Asian girls in the US score 580, Caucasian boys score 573, Caucasian girls score 538, etc.  This is consistent with the very low test scores of Miami-Dade, Florida which has such a high population of jews that the main boulevard is now called "Yitzahk Rabin Blvd".

This correlation can then be used to establish an "actual" IQ which more accurately reflects the race and sex differences shown by all these standardized tests, as well as cranial capacity, than do the Wechsler and other "IQ tests" which have removed the major portion that tests for intelligence:

To verify this Actual IQ score, the known racial and sex differences demonstrated by differences in the NAEP Math, ACT Math, and GRE (Graduate Record Exam) Quantitative scores are compared, showing remarkably high correlation (r-squared of 0.96, 0.94, and 0.95, respectively):

Now that we've established some level of confidence that this Actual IQ is an accurate and reliable measurement of the actual differences in intelligence, or at least in test performance, between races and sexes, the real challenge is to correlate this to brain size:

The one outlier which throws r-squared off so much, to only 0.75, is the one for nigger boys with an average cranial capacity of 1,319, but who score only 78 in IQ, 445 in TIMSS Math, 431 in SAT Math, 17.4 in ACT Math, 247 in NAEP Math, and 446 in GRE Quantitative.  All of these scores suggest that nigger boys should have a brain capacity of 1,210 rather than 1,319, suggesting that the actual brain size measurement might be 9% too high.  The following is what the chart would look like if the cranial capacity of nigger boys were presumed to be 1210 rather than 1,319.  For more discussion on this detail, please click here.

In contrast to the above Actual IQ Score are the Wechsler and Lynn IQ scores which are not consistent with any known standardized tests, achieving at best an r-squared of 0.45:

Race & Sex

Actual IQ

Lynn, Wechsler IQ

Asian Boys

118

106

Caucasian Boys

108

102

Asian Girls

110

106

Nigger Boys

78

70

Indian Boys

95

95

Mexican Boys

90

92

Caucasian Girls

100

102

jew boys

85

115

Mexican Girls

80

92

jew girls

80

115

Indian Girls

87

95

Nigger Girls

75

70

Where Lynn and Wechsler estimate the IQ of both jew boys and jew girls to be 115, their performance in TIMSS puts jew boys at 85 and jew girls at 80, and where they put Asian boys at 106, TIMSS puts them at 118.   Similarly, they overestimate Mexican boys by 2 points, Mexican girls by 12 points, Caucasian girls by 2 points, Indian girls by 8 points, and they underestimate Caucasian boys by 6 points, nigger boys by 8 points, and nigger girls by 5 points.

Such a bias is consistent with the obvious, pervasive, and systemic bias of government reports, outrageous media disinformation, and other politically correct persons who almost have heart attacks when someone says "jew boy", "nigger", or "chink" (and perhaps this report will be updated with respect to the name of the Asian classification):

Race & Sex

Cranial Capacity in cc's

TIMSS Math

SAT Math

ACT Math

NAEP Math

GRE Quanti tative

Actual IQ

Asian Boys

1,472

614

592

24.4

289

638

118

Caucasian Boys

1,416

573

551

22.4

286

586

108

Asian Girls

1,358

580

558

22.2

279

572

110

Nigger Boys

1,319

445

431

17.4

247

446

78

Indian Boys

1,317

518

498

19

268

525

95

Mexican Boys

1,306

496

476

19.4

255

517

90

Caucasian Girls

1,304

538

517

20

276

514

100

jew boys

1,253

476

458

18.3

252

465

85

Mexican Girls

1,250

455

438

18.4

245

451

80

jew girls

1,243

456

438

17.5

247

443

80

Indian Girls

1,217

483

466

18

258

462

87

Nigger Girls

1,217

436

421

16.4

237

404

75

"What IS open to question is whether the tests measure innate, unchangeable abilities. As this chart shows, there are groups with average or better performance out there. However almost every conventional race based intervention in education does not result in equal performance. Only programs based on rigorous academics such as Barclay, and not race such as; conventional desegregation, busing students to expensive surburbs or affirmative action in hiring and multiculturalism in curriculum have been shown to result in superior performance."

Arthur Hu

The following IQ Spectrum has not yet been corrected for the erroneous IQ data reported by jews like Wechsler and one of the authors of The Bell Curve, but it has been enhanced with data from the SAT and NAEP, by state, sex, and race to demonstrate the relationship between IQs and standardized test scores.  This enables the following cross-state, cross-sex, and cross-race comparison to be made between IQ, SAT Math scores, SAT Verbal scores, and NAEP Math scores.

Ethnic Group | IQ | Source | 1990 SAT Verbal | 1990 SAT Math | NAEP Math
Borderline Retarded | 70-75 | IQ - Seligman p.151 | ? | 267 |
Black Delinquents | 74 | Shuey p. 498 | ? | ? |
Africans (Africa) | 75 | Lynn as cited by Murray p. 288 | ? | 302 |
Southern Black children | 80.5 | Shuey | ? | ? |
White Delinquents | 81 | Shuey p. 498 | ? | 347 |
Black Felons | 81 | Shuey p. 498 | ? | 347 |
Black Females | 82 | Interpolated from SAT estimate | 346 | 377 |
Black Average | 85 | IQ Seligman p.149 | 351 | 385 |
Colored From Africa | 85 | Lynn as cited by Murray p. 288 | ? | ? |
Dull-Normal | 80-90 | IQ Textbook by Wechsler | ? | ? |
Border Black Children | 87 | Shuey, and SAT Tables, 1991 | 356 | 393 |
Northern Black Children | 87.6 | Shuey, and SAT Tables, 1991 | 356 | 393 |
Black G12 NAEP Math | 89 | (7) | ? | ? |
Black US Northern Average | 90 | IQ Jensen(4) | ? | 415 |
Koko the Gorilla | 85-95 | IQ Seattle Pacific magazine(1) | ? | ? |
Urban North Black | 91.1 | Shuey | ? | ? |
Hisp G12 NAEP Math | 92 | (7) | 379 | 430 |
White Felons | 92 | Shey p. 498 | ? | ? |
White Chronic Welfare | 92 | Murray | ? | ? |
Overall Criminals | 92 | Murray | ? | ? |
Black Calif Math CLAS | 92 | A.Hu estimate (6) | ? | ? |
South Carolina Public Schools | | NAEP | 395 | 437 | 261
Malays | 96 | Lynn 1977 (Seligman) | ? | 460 |
White American Girls | 96 | SAT Tables, 1991 | 436 | 464 |
Black Reading CLAS | 96 | A.Hu estimate (6) | ? | ? |
White Unwed - No Welfare | 98 | Murray | ? | ? |
California Public Schools | | NAEP | | 482 | 263
Mixed Child of Black | 100 | Murray p. 310 (5) | ? | ? |
Black Children Boston, NYC | 100 | See note | ? | ? |
Adopted Asian Children | 100 | Sandra Scarr | ? | ? |
American Students | 100 | Cattell's culture Fair Test | ? | ? |
British | 100 | Lynn 1977 (Seligman) | ? | ? |
Average Intelligence | 90-109 | IQ Textbook by Wechsler | ? | ? |
Mainland China | 101 | Lynn (Seligman) | ? | ? |
White CLAS Reading & Math | 100 | A.Hu set by definition (6) | 447 | 489 |
Flynn's Asian Studies | 100 | ?? | ? | ? |
Asian Calif CLAS Math | 102 | A.Hu (7) | ? | 504 |
White G12 NAEP math | 102 | (7), and SAT Tables, 1991 | 446 | 514 |
British Children | 102 | IQ Lynn & Song 1994 | ? | ? |
Malnourished Korean Adult | 102 | Winick, Meyer and Harris 1975 (2) | ? | ? |
Asian Average | 103-4 | Murray | 405 | 521 |
South Carolina Non-public Schools | | NAEP | | 525 | 283
Korean (est) | 105 | IQ Lynn & Song 1994 | ? | 528 |
Moderately-nourished Adult Korean | 106 | (2)Winick, Meyer and Harris 1975 | ? | 536 |
Chinese Hong Kong | 106 | IQ Chan & Lynn 1989 | ? | ? |
Chinese Hong Kong | 106.7 | Lynn 1982 (Seligman) | ? | ? |
Japanese 9 Year Olds | 107 | IQ Shigehisa & Lynn 1991 | ? | ? |
White American Boys | | | | 542 |
Korean | 108.5 | IQ Lynn & song 1994 | ? | ? |
Asian G12 NAEP math | 109 | (7) | ? | 559 |
Korean Children in Korea | 109 | IQ Lynn & Song 1994 | ? | ? |
Italian 8th Graders | | IAEP/NAEP Crosslink | | | 280
Chinese Hong Kong | 109.8 | Lynn 1982 (Seligman) vs. British 100 Raven's matrices | ? | 566 |
Bright-Normal | 110-119 | IQ Textbook Wechseler | ? | ? |
Korean Adults in Belgium | 110 | Frydman & Lynn 1989 | ? | ? |
Adopted Black Children | 110 | Sandra Scarr | ? | ? |
Chinese | 110 | Lynn 1977 (Seligman) | ? | ? |
Well Nourished Korean Adult | 112 | Winick, Meyer and Harris 1975 (2) | ? | 581 |
North Dakota Public Schools | | SAT Table, 1991, and NAEP | | 581 | 285
Jewish Boys | 112.8 | verbal Ann Arbor Institute (Seligman) | ? | ? |
Orthodox Jewish Children (applying to Hebrew schools in 1950's) | 114.9 | Miles B. Storfer | ? | ? |
Other Storfer Jews | 110-115 | Miles B. Storfer | ? | ? |
Jews | 115 | Review of Bell Curve | ? | 603 |
Blacks at UC Berkeley | 115 | A.Hu top 15% UC definition | ? | ? |
Texas Non-public Schools | 116 | naepmath.pdf | | 605 | 301
Blacks in Math Program | 116 | Barclay school Baltimore MD | ? | 611 |
Adopted White children | 120 | Sandra Scarr | ? | 641 |
Blacks at MIT | 120 | A.Hu based on SAT 1985 | ? | ? |
Whites at UC Berkeley | 124 | A.Hu top 5% top 1/3 of UC | ? | 671 |
Superior | 120-129 | IQ Text Wechsleler | ? | ? |
Above Superior | 130 & above | By Definition | ? | 715 |
White/Asian MIT | 138 | A.Hu (top 0.5% of population) | ? | 771 |

Notes:

(1) In many cases, conversions were made from SAT scores to an estimate of the US population based on percentile to IQ conversion.

(2) Koreans adopted by Americans, Winick, Meyer and Harris 1975

(3)American men = Asian women at visiospatial tasks (math) (Lynn / Seligman)

(4) Blacks in New York and Boston are equal to grade level in some grades, equal to 100 IQ by definition. Some schools that are mostly black in Chicago also perform at the 50th percentile.

(5) Study of children of mixed parents of European and Black soldiers found no difference

(6) A.Hu Converted 1995 CLAS distribution to IQ with white=100

(7) National Assessment of Educational Progress given to national cross-section of students, 1990

(8) "A better idea" The Economist Dec 2, 1995 p. 23 Barclay public school in Baltimore Md. emulates a tough private school to achieve 85 percentile math scores with 90% black students, 82% free lunch who previously were scoring 20-30 percentile. Superintendent was fired who had opposed "rich black man's curriculum" inappropriate for poor students.

(9) Flynn looked at studies that put Asian IQ higher and concluded that after you accounted for increases in IQ since the tests were "normalized", Asian IQs were actually no higher than whites might expected to be at the same time. However, he does not dispute that Asians still have superior academic performance in school, which is just as useful as having a high IQ.

This is my latest version -- Arthur Hu's "IQ Spectrum" -- http://www.halcyon.com/arthurhu/ 12422 107th Pl NE Kirkland WA 98034

Note that blacks are, as a group, generally below whites, but it is not difficult to find groups who score 100 average or far above under ideal conditions. Those who say that tests are invalid are implying that performance is equal when every test devised by man shows differences in skills such as vocabulary, abstract reasoning, and mathematics.

Date: Fri, 2 Feb 1996

Here's something else you might find helpful - note Asian females have a gender gap, but its nearly erased by the racial gap for Asians.

1993 SAT Scores Ranked by Race and Gender (unpublished special tabulations, College Board)

559 Asian male
518 White male
512 Asian female (only 6 points below WM)
472 White female
451 Hispanic male
408 Hispanic female
400 Black male

mailto:[email-masked]

IQs for 185 countries

http://www.rlynn.co.uk/
http://www.rlynn.co.uk/pages/article_intelligence/t4.htm

National IQs Based on the Results of Intelligence Tests and Estimated
National IQs (marked by *) Based on the IQs of Neighbouring or Other Comparable
Countries.

Note: IQ purists say anything within a four point range is considered the
same or comparable.

Country - National IQ

a.. Hong Kong - 107

b.. Korea, South - 106

c.. Japan - 105

d.. Korea, North - 105*

e.. Taiwan - 104

f.. Austria - 102

g.. Germany - 102

h.. Italy - 102

i.. Netherlands - 102

j.. Luxembourg - 101*

k.. Sweden - 101
l.. Switzerland - 101

m.. Belgium - 100

n.. China - 100

o.. New Zealand - 100

p.. Singapore - 100

q.. United Kingdom - 100

r.. Hungary - 99

s.. Poland - 99
t.. Spain - 99

u.. France - 98

v.. Australia - 98

w.. Denmark - 98

x.. Iceland - 98*

y.. Mongolia - 98*

z.. Norway - 98

aa.. United States - 98

ab.. Canada - 97

ac.. Czech Republic - 97

ad.. Estonia - 97*

ae.. Finland - 97

af.. Latvia - 97*

ag.. Lithuania - 97*

ah.. Argentina - 96

ai.. Belarus - 96*

aj.. Russia - 96

ak.. Slovakia - 96

al.. Ukraine - 96*

am.. Uruguay - 96

an.. Vietnam - 96*

ao.. Malta - 95*

ap.. Moldova - 95*

aq.. Portugal - 95

ar.. Slovenia - 95

as.. Israel - 94

at.. Romania - 94

au.. Armenia - 93*

av.. Chile - 93*

aw.. Bulgaria - 93

ax.. Georgia - 93*

ay.. Ireland - 93

az.. Kazakhstan - 93*

ba.. Macedonia - 93*

bb.. Yugoslavia - 93*

bc.. Brunei - 92*

bd.. Cyprus - 92*

be.. Greece - 92

bf.. Malaysia - 92

bg.. Costa Rica - 91*

bh.. Thailand - 91

bi.. Albania - 90*

bj.. Croatia - 90

bk.. Peru - 90

bl.. Turkey - 90

bm.. Cambodia - 89*

bn.. Indonesia - 89

bo.. Suriname - 89

bp.. Laos - 89*

bq.. Colombia - 88

br.. Venezuela - 88*

bs.. Azerbaijan - 87*

bt.. Brazil - 87

bu.. Iraq - 87

bv.. Jordan - 87*

bw.. Kyrgyzstan - 87*

bx.. Mexico - 87

by.. Samoa (Western) - 87

bz.. Syria - 87*

ca.. Tajikistan - 87*

cb.. Tonga - 87

cc.. Turkmenistan - 87*

cd.. Uzbekistan - 87*

ce.. Burma (Myanmar) - 86*

cf.. Philippines - 86

cg.. Lebanon - 86

ch.. Bolivia - 85*

ci.. Cuba - 85

cj.. Morocco - 85

ck.. Paraguay - 85*

cl.. Algeria - 84*

cm.. Dominican Republic - 84*

cn.. El Salvador - 84*

co.. Guyana - 84*

cp.. Honduras - 84*

cq.. Iran - 84

cr.. Kiribati - 84*

cs.. Libya - 84*

ct.. Marshall Islands - 84

cu.. Micronesia - 84*

cv.. Nicaragua - 84*

cw.. Panama - 84*

cx.. Papua New Guinea - 84*

cy.. Puerto Rico - 84

cz.. Solomon Islands - 84*

da.. Tunisia - 84*

db.. Vanuatu - 84*

dc.. Afghanistan - 83*

dd.. Bahrain - 83*

de.. Belize - 83*

df.. Egypt - 83

dg.. Kuwait - 83*

dh.. Oman - 83*

di.. Saudi Arabia - 83*

dj.. United Arab Emirates - 83*

dk.. Yemen - 83*

dl.. Bangladesh - 81*

dm.. India - 81

dn.. Maldives - 81*

do.. Mauritius - 81*

dp.. Pakistan - 81*

dq.. Seychelles - 81*

dr.. Sri Lanka - 81*

ds.. Ecuador - 80

dt.. Trinidad & Tobago - 80*

du.. Comoros - 79*

dv.. Guatemala - 79

dw.. Madagascar - 79*

dx.. Barbados - 78

dy.. Bahamas - 78*

dz.. Bhutan - 78*

ea.. Cape Verde - 78*

eb.. Nepal - 78

ec.. Qatar - 78

ed.. Zambia - 77

ee.. Antigua & Barbuda - 75*

ef.. Grenada - 75*

eg.. Dominica - 75*

eh.. St. Kitts & Nevis - 75*

ei.. St. Lucia - 75*

ej.. St.Vincent/Grenadines - 75*

ek.. Congo (Braz) - 73

el.. Mauritania - 73*

em.. Uganda - 73

en.. Botswana - 72*

eo.. Chad - 72*

ep.. Haiti - 72*

eq.. Jamaica - 72

er.. Kenya - 72

es.. Lesotho - 72*

et.. Mosambique - 72*

eu.. Namibia - 72*

ev.. South Africa - 72

ew.. Swaziland - 72*

ex.. Sudan - 72

ey.. Tanzania - 72

ez.. Côte d'Ivoire - 71*

fa.. Ghana - 71

fb.. Malawi - 71*

fc.. Burundi - 70*

fd.. Cameroon - 70*

fe.. Rwanda - 70*

ff.. Angola - 69*

fg.. Benin - 69*

fh.. Togo - 69*

fi.. Central African Rep. - 68*

fj.. Djibouti - 68*

fk.. Eritrea - 68*

fl.. Mali - 68*

fm.. Somalia - 68*

fn.. Niger - 67*

fo.. Nigeria - 67

fp.. Burkina Faso - 66*

fq.. Gabon - 66*

fr.. Zimbabwe - 66

fs.. Congo (Zaire) - 65

ft.. Gambia - 64*

fu.. Liberia - 64*

fv.. Senegal - 64*

fw.. Sierra Leone - 64

fx.. Ethiopia - 63

fy.. Guinea - 63

fz.. Guinea-Bissau - 63*

ga.. Sao Tome/Principe - 59*

gb.. Equatorial Guinea - 59

Summary of references:

http://christianparty.net/grebrainsize.htm

http://christianparty.net/race.htm

http://christianparty.net/grebrainsize2.htm

http://christianparty.net/rushton.htm

http://christianparty.net/brainsize.htm

http://christianparty.net/jewsiq.htm

http://christianparty.net/iq.htm

http://christianparty.net/sex.htm

http://christianparty.net/timss.htm

http://christianparty.net/iqrace.htm

http://christianparty.net/mf.htm

http://christianparty.net/iqtwinstudy.htm

http://christianparty.net/iqnations.htm

http://christianparty.net/menare.htm

http://christianparty.net/einstein.htm for why Einstein's brain cannot be trusted as a control sample

http://christianparty.net/gallupsexdifference.htm for American opinion of intelligence by sex.

http://christianparty.net/timssphysics.htm for the huge differences between the sexes in physics scores.

If you enjoy this open discussion web site, you are welcome to

in any amount to enable it to expand

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