Abstract
Whatever course of evolution college admissions and other selection policies take, they will serve as a meter of the evolution of all the implicit assumptions, tensions, and unwritten policies behind them. This meter must be read with ever-watchful eyes. All opportunities for the development of an explicitly articulated intelligence policy must be accepted as a challenge for the betterment of all social policy.
The ingenuity of the economists may be said to have postponed recognition of the fact that the most important factor is people—the distribution of intelligence in the people. For the rest of what economics deals with, the rule is allowed to hold that what is valuable and useful will be produced in proportion to the demand for it.
Raymond B. Cattell [1]
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Notes
Cattell, R. B. (1987). Intelligence: Its structure, growth and action. In Stelmach, G. and Vroon, P. (Eds.), Advances in Psychology (Vol. 35). New York: NHC, p. 587.
As defined in Gifford, B. (1989). The allocation of opportunities and the politics of testing: A policy analytic perspective. In Gifford, B. (Ed.), Test Policy and the Politics of Opportunity Allocation: The Workplace and the Law. Norwell, MA: Kluwer Academic Publishers, pp. 3–32.
Horn, J. (1989). Models of Intelligence. In Linn, R. (Ed.), Intelligence: Measurement, Theory and Public Policy. Urbana, IL: University of Chicago Press, p. 30.
Clark, R. (1971). Einstein: The Life and Times. New York: Avon Books, p. 71.
Adler, M. (1988). Reforming Education: The Opening of the American Mind. New York: Collier Books, Macmillan, p. 46.
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© 1995 Springer Science+Business Media New York
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Browne-Miller, A. (1995). From Here to a Coherent and Explicit Intelligence Policy. In: Intelligence Policy. Environment, Development, and Public Policy. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-1865-5_14
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DOI: https://doi.org/10.1007/978-1-4615-1865-5_14
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