Abstract
In the long-term study of the desegregation of a school district in southern California that this volume reports, we found a clear and startling difference between Anglo1 and minority (Black and Mexican- American) children in the relationship between IQ and achievement, which is shown in Figure 1.1. Wechsler IQ scores for the nearly 1800 children who participated in the study were plotted as quartiles against verbal achievement. The parameters of the achievement score distribution were adjusted to match those of the IQ distribution, that is, to have a mean of 100 and a standard deviation of 15. The figure shows in very bold relief that for any given IQ level, minority children do more poorly than Anglos and, furthermore, that this “achievement gap” increases with increasing IQ. The relationship depicted in the figure may, in part, be due to statistical regression, especially for the Q1 Anglos and the Q4 minority children, since overall there is a substantial measured IQ difference favoring Anglos (see Chapter 5). The clear Anglo-minority achievement differences for the Q2 and Q3 scores do, however, argue for an effect over and above regression. Furthermore, the regression coefficient of achievement on IQ, assessed within each ethnic group, is significantly higher for Anglos (.67) than for either Blacks (.45) or Mexican- Americans (.47).
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Gerard, H.B. (1975). The Study. In: School Desegregation. Perspectives in Social Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-4310-3_2
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