Educability-and-Group-Differences-1973-by-Arthur-Robert-Jensen

Intelligence and Educability 101
students did not depend on which curriculum they were enrolled
in. The authors note:
Generally, the Negro students in the academic programs have
test scores similar to the white students in the nonacademic
programs. And generally, the Negro students in the academic
programs have SES (socioeconomic status) scores similar to the
white students in the nonacademic programs. Overall, the white
nonacademics are more like the Negro academics in SES than
they are like the white academics.
The one longitudinal study conducted in the South (Georgia)
showed no overall decline in mean IQ from grade 6 to 10 for either
Negro or white students, who differed by a constant amount of
approximately 20 IQ points (Osborne, 1960). The scholastic
achievement scores show the usual divergence of white and Negro
means from grade 6 to 12, but we cannot tell from Osborne’s
presentation of his results in terms of grade placement scores
whether there is an increasing relative achievement gap in sigma
units. Inspection of Osborne’s graphs suggests that there is little,
if any, increase in the relative achievement gap between Negroes
and whites from grades 6 to 12.
The absence of a relative progressive achievement gap (PAG) as
measured in sigma units between racial or socioeconomic groups
means that the absolute PAG is not a matter of race or SES per se
but a matter of differences in intellectual growth rates. It means
that (a) the educational process is not treating children of the two
races differently and (b) Negro and white children per se are not
responding differently to the educational treatment. They are
responding according to their individual intelligence levels, and
not according to their racial membership. The absence of a
relative PAG means, for example, that a Negro and a white child
matched for IQ and other abilities will have the same growth
curves for scholastic achievement. The Negro child, in other
words, does not do worse in school than his white counterpart in
IQ, and this is true when the matching on IQ is done at the very
beginning of the child’s schooling, before the schools can have had
any cumulative effect on the child’s IQ performance. In one study,
large representative samples of Negro and Mexican-American
children from kindergarten through the eighth grade in largely
de facto segregated schools were compared with white children in