[quote=mike92104][quote=CA renter]Discrimination exists, no matter what. Let’s face it, a “merit-based” system is really discriminating on the basis of I.Q. Some kids can get a 4.0 GPA without even trying, while others will work their asses off just to get a 2.8 GPA. Which one will be the better worker? Which one “deserves” a college education? Which one would benefit most from a college experience?
Nobody “earns” a high I.Q. It is a gift, totally undeserved. Too many people with well above-average intelligence like to pat themselves on the back as if they’ve earned whatever comes to them.[/quote]
Jealous much?[/quote]
Not at all. I was a gifted student. It’s because of this that I know how “easy” it is for people with higher I.Q.s to accomplish so much academically. There are so many families out there with one gifted child and others who are average or somewhat above-average. Oftentimes, those “average” kids work many times as hard as the more gifted child…but cannot compete academically. I’ve seen countless highly gifted students who were the laziest creatures on earth because they were used to everything being easy for them, but they were always able to outperform on academic tests.
The research bears this out, too. There is a very strong correlation between IQ and student achievement, especially on standardized tests.
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In a recent study, multiple measures of
g were used to predict group administered standardized national public examination results across 25 academic subjects (Deary,
Strand, Smith, & Fernandes, 2007). The correlation between a latent g factor measured at age 11 and a latent general educational achievement factor measured at age 16 was 0.81.
A longitudinal coefficient as substantial as .81 is remarkably high and suggests that the latent
g and academic achievement constructs might approach identity when assessed con-
currently. Other studies have found that the average IQ of a nation is highly correlated with the academic achievement
of that nation (Lynn & Meisenberg, 2010; Rindermann, 2007). Looking at differences in IQ across 86 countries, Lynn
and Meisenberg (2010) found a correlation of .92 between a nation’s measured IQ and the educational attainment of school students in math, science and reading comprehension.
Correcting for attenuation, they found a correlation of 1.0.
