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| Re: ARTICLE: America's biggest teacher and principal cheating scandal unfolds in Atlanta (807016) | |||
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Re: ARTICLE: America's biggest teacher and principal cheating scandal unfolds in Atlanta |
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Posted by JayMan on Sat Jul 9 14:12:00 2011, in response to Re: ARTICLE: America's biggest teacher and principal cheating scandal unfolds in Atlanta, posted by Scorpio7 on Sat Jul 9 07:02:26 2011. Once again: your calculation has rounding errors in the numbers used to make the calculation, meaning this is amplified in the final result.Dude, even if the multiracial population had a mean IQ of 200 (which it clearly doesn't—but it may be somewhat higher than average since I suspect that higher-IQ individuals are likelier to identify as multiracial) it's not going to significantly affect the average. But again, that's besides the point. Using rounded percentages per race, rounded IQ numbers per race, and ignoring almost 3% of the population is a completely useless way to come to a reliable number, especially when what we're arguing about is a two point difference. YOU are the one arguing about a two point difference. My contention is that the country's mean IQ with all races combined is not significant to the sophistication of the curriculum. And as Easy point out, people of color make up a much larger share of school age population, further tilting the intellectual abilities of American students overall. One could say that the country's mean IQ is significant to the curriculum, but the mean IQ of the school-aged population. BTW, even IF your numbers were reliable, and the 98% was not, that would mean the Belgian number of 100 is too high as well: the number of people from races with higher IQs here is very small, and there are far more from 'darker' races, so our average, using YOUR method, would also be lower than 100. Were these people included in the samples that the reported score was based on? We'd have to track down Lynn's source to see. In the spirit of full disclosure (since you might not be aware), I myself am a "darky" (a term I haven't heard outside of New Hampshire), being one of those 2.6% that is multiracial (black, white, E. Asian). In any case, I will also add that if what The Flxible Neofan says is correct and education is rigorous on the black island of Jamaica (vs the States), then average IQ of the population is only partly responsible for the rigorousness of the curriculum. More at play are expectations. Changing the difficulty of the curriculum without changing the people only affects the pass/fail rate. In Jamaica, perhaps they accept that the vast majority of students will not graduate high school, whereas in the States, we want everyone to pass (and go on to college, etc...). The only way to do that is to modulate the difficulty of the material. |
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