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

Culture-biased Tests 305
are at the bottom in SES, score only slightly below the whites.
At fourth grade the range of group mean differences on the test
spans more than 2 SDs. Negro fourth graders, on the average,
match the performance of Oriental children in the first grade. These
findings are consistent with results obtained at Yale’s Gesell
Institute using a battery of similar developmental tests with
Grade
Figure 17.2 Oriental (O), white (W), Mexican (M), and Negro (N)
groups from socioeconomically urban, largely middle- to uppermiddle
class (U) and rural, largely lower- to middle-class (L)
communities. The six groups are ranked from highest (SES 1) to
lowest (SES 6) on a composite index of socioeconomic status.
Negro and white elementary school children (Ames & Ilg, 1967).
Especially for children who have been exposed to three or four
years of schooling, such marked differences in performance would
seem most difficult to explain in terms of differential experiences,
motivation, and the like.
I have suggested previously that tests which are more culturefair
or status-fair can be thought of as having higher heritability
in an environmentally heterogeneous population than highly
culture- or status-loaded tests (Jensen, 1968c, pp. 81-6). Evidence