| Ethnic | N | Submits | SAT/ACT Avg | GPA | IQ-metric (White=100) |
| White | |||||
| Average | 570,400 | 53% | 1278 | 92 | 100.0 |
| Two+ Provided | 17,640 | 52% | 1310 | 93 | 102.4 |
| Europe | 464,670 | 55% | 1287 | 93 | 100.7 |
| Middle East | 22,720 | 39% | 1236 | 90 | 96.9 |
| None Provided | 39,580 | 43% | 1206 | 91 | 94.6 |
| Other | 25,800 | 35% | 1159 | 88 | 91.1 |
| African American | |||||
| Average | 140,010 | 36% | 1108 | 85 | 87.2 |
| Africa | 13,840 | 34% | 1185 | 87 | 93.0 |
| Two+ Provided | 17,740 | 39% | 1170 | 87 | 91.9 |
| None Provided | 670 | 29% | 1141 | 85 | 89.7 |
| Caribbean | 10,610 | 37% | 1116 | 85 | 87.8 |
| Other | 680 | 27% | 1113 | 84 | 87.6 |
| U.S. Af-Am | 96,470 | 35% | 1084 | 84 | 85.4 |
| Asian | |||||
| Average | 115,490 | 61% | 1382 | 95 | 107.8 |
| None Provided | 1,600 | 65% | 1438 | 97 | 112.0 |
| Korea | 10,480 | 67% | 1421 | 96 | 110.7 |
| India | 32,750 | 72% | 1415 | 96 | 110.3 |
| China | 24,620 | 64% | 1414 | 97 | 110.2 |
| Other East Asia | 2,800 | 59% | 1411 | 95 | 110.0 |
| Malaysia | 240 | 61% | 1380 | 95 | 107.6 |
| Two+ Provided | 8,520 | 58% | 1376 | 96 | 107.3 |
| Japan | 1,330 | 57% | 1364 | 94 | 106.4 |
| Other South Asia | 5,620 | 45% | 1309 | 92 | 102.3 |
| Pakistan | 5,500 | 50% | 1301 | 92 | 101.7 |
| Vietnam | 9,090 | 55% | 1284 | 94 | 100.5 |
| Philippines | 8,100 | 47% | 1262 | 94 | 98.8 |
| Other Southeast Asia | 4,130 | 44% | 1261 | 92 | 98.7 |
| Cambodia | 700 | 36% | 1216 | 92 | 95.4 |
| Pacific Islander | |||||
| Group Average | 1,770 | 32% | 1181 | 88 | 92.7 |
| None Provided | 100 | 36% | 1246 | 91 | 97.6 |
| Guam | 220 | 34% | 1233 | 91 | 96.6 |
| Other (Excl. Philippines) | 570 | 30% | 1204 | 86 | 94.5 |
| Two+ Provided | 150 | 28% | 1187 | 87 | 93.2 |
| Hawaii | 420 | 35% | 1180 | 88 | 92.6 |
| Samoa | 320 | 33% | 1082 | 88 | 85.3 |
| American Indian | |||||
| Average | 2,760 | 36% | 1162 | 87 | 91.3 |
| OK Citizen Potawatomi | 20 | 29% | 1338 | 90 | 104.5 |
| OK Choctaw | 90 | 55% | 1267 | 93 | 99.2 |
| OK Chickasaw | 50 | 52% | 1252 | 90 | 98.1 |
| OK Muscogee (Creek) Nation | 50 | 59% | 1241 | 91 | 97.2 |
| OK Cherokee | 140 | 53% | 1218 | 95 | 95.5 |
| MI Sault Ste. Marie | 40 | 57% | 1192 | 88 | 93.5 |
| NY Saint Regis | 50 | 16% | 1170 | 86 | 91.9 |
| None Provided | 80 | 29% | 1153 | 87 | 90.7 |
| Unenrolled | 1,370 | 34% | 1147 | 86 | 90.2 |
| Other Enrolled | 640 | 34% | 1146 | 87 | 90.1 |
| SD Oglala Sioux | 20 | 18% | 1123 | 90 | 88.3 |
| AZ Navajo | 160 | 29% | 1096 | 89 | 86.3 |
| NC Eastern Cherokee | 40 | 41% | 1079 | 87 | 85.1 |
| Two/More Races | |||||
| Group Average | 56,130 | 50% | 1289 | 92 | 100.8 |
| Asian & White | 25,400 | 60% | 1354 | 95 | 105.7 |
| Asian & Pacific Islander | 1,020 | 43% | 1278 | 93 | 100.0 |
| Asian & American Indian | 140 | 45% | 1266 | 88 | 99.1 |
| White & Pacific Islander | 1,010 | 48% | 1265 | 92 | 99.0 |
| White & Native American | 4,620 | 50% | 1248 | 91 | 97.7 |
| Three or More Races | 3,610 | 41% | 1241 | 90 | 97.2 |
| Asian & African Am. | 2,680 | 43% | 1224 | 90 | 96.0 |
| White & African Am. | 15,680 | 40% | 1192 | 88 | 93.5 |
| African Am. & Pacific Isl. | 40 | 19% | 1118 | 83 | 88.0 |
| Native Am. & Pacific Isl. | 1,540 | 31% | 1095 | 84 | 86.2 |
| African Am. & Native Am. | 380 | 34% | 1093 | 84 | 86.1 |
| Hispanic (Region) | |||||
| Group Average | 194,060 | 37% | 1195 | 89 | 93.8 |
| Spain | 4,950 | 48% | 1284 | 92 | 100.4 |
| South America | 24,800 | 46% | 1247 | 91 | 97.7 |
| Cuba | 6,860 | 61% | 1236 | 92 | 96.9 |
| Two+ Provided | 28,730 | 41% | 1211 | 90 | 94.9 |
| Mexico | 70,270 | 32% | 1170 | 89 | 91.9 |
| Central America | 17,400 | 32% | 1168 | 89 | 91.8 |
| Puerto Rico | 22,540 | 37% | 1168 | 87 | 91.7 |
| None Provided | 1,850 | 29% | 1161 | 87 | 91.2 |
| Other | 16,670 | 30% | 1152 | 87 | 90.5 |
| Hispanic (Races) | |||||
| Group Average | 194,060 | 37% | 1195 | 89 | 93.8 |
| Asian | 3,290 | 43% | 1277 | 92 | 99.9 |
| Two+ Provided | 9,750 | 43% | 1235 | 90 | 96.7 |
| White | 96,690 | 45% | 1219 | 90 | 95.6 |
| Hispanic or Latinx Only | 60,870 | 27% | 1146 | 88 | 90.1 |
| American Indian | 4,740 | 29% | 1133 | 87 | 89.1 |
| African American | 17,740 | 29% | 1116 | 85 | 87.8 |
| Pacific Islander | 980 | 25% | 1097 | 85 | 86.4 |
For every African-American high school senior who scores 1400-1600 on the SAT (top 7% of overall test-takers), there are:
4 Hispanic-American high scorers
21 (!) Asian-Americans
24 White-Americans
Asian influx means no more room at the top for blacks.
Asian-black gaps on the SAT college admission exam are immense, with only 1% of blacks scoring 1400 or above compared to 24% of Asians. At present, there are about 20 high-scoring Asians for every high-scoring black, and this ratio will only go up.
The average admissions requirements across all 105 HBCUs are a 2.5 GPA and a 905 on the SAT.
A 905 SAT is the equivalent of a 92 IQ. Someone with a 92 IQ shouldn't be in college. (The average IQ of a US college grad is 110.)
This IQ Score Is Representative Of The Majority Of Black College Students, Not Just Those Attending And Graduating From HBCUs.
Here’s a snippet from an academic article published in 2004 on affirmative action at elite US universities.
Being African-American was worth an average of 230 additional SAT points on a 1600-point scale. Athletes averaged an extra 200.
That's An Additional 430 SAT Points For Nigger Athletes. So Most Of Them Score About 800-900 On The SAT, But When You Adjust Their Scores For The Compensatory Points Universities Award Them, Their Scores Now Look Comparable To The Average SAT Score Of Incoming Students And Place Them In The 95th Percentile Of Black SAT Scores!
40 Point Nigga!
This Is What You'll Get In An r-Selected Environment. What Do You People Think Lil B's Educational Background And IQ Is? I'll Expand Later.
http://www.amnation.com/vfr/archives/011380.html
The Only Way Blaccs Can Go To NON-HBCUs Is If They Get A Sports* Scholarship Or Benefit From Affirmative Action Or Some Other Racial Diversity Generating Program And Receive Financial Aid!
The Only Way Blaccs Can Go To NON-HBCUs Is If They Get A Sports* Scholarship Or Benefit From Affirmative Action Or Some Other Racial Diversity Generating Program And Receive Financial Aid!
*I Don't Respects The Intellect Of No Colored College Athlete. (When Niggers Like This Starting Getting Degrees From Prestigious Universities You Know The Value Of A Degree From That University Has Greatly Depreciated.)
"the college degree is declining in status...13% of people aged 25 and older have a master’s, the same proportion that had a bachelor’s in 1960...45,000 new doctoral degrees were awarded in 2000, a number that, by last year, more than doubled to 98,000" city-journal.org/dr-bidens-less
Education has completely exploded in the USA. Back in 2000:
8.6% had Advanced Degrees
25.7% had at least a Bachelors
33.5% had Any College Degree
As of 2022:
14.2% have Advanced Degrees (1.7x more share)
37.6% have at least a Bachelors (1.5x more share)
48.2% have Any College Degree (1.4x more share)
Consequences: The value of a degree has declined. The overeducated need jobs. DEI bureaucracies have ballooned, giving comfortable jobs to people with degrees so they can promote the official ideology. Culture has declined.
“Some schools lower standards for everyone to graduate which looks good for social justice. But it affects conscientious working class people because the diploma meant something; now it doesn’t. If everyone has a credential, the credential is worthless”
Republicans and Independents’ confidence in higher education has nosedived in the past decade.
The most important reason: they think it’s too left-wing and political. On that, they are indisputably correct.
"A dramatic shift has occurred in Americans’ faith that college matters. In the 2010s, 99 percent of Republicans and 96 percent of Democrats expected their children to go to college; now nearly half of American parents would prefer that they not."
http://www.amnation.com/vfr/archives/012975.html
The increase in 6-fold in men.
These increases have undoubtedly depressed the educational rigor of less-selective colleges.
 |
| ...TSU's doubling of enrollment brought a dangerous element to campus even as the tuition helped fund her flamboyant lifestyle... (Why Do The Colleges Accept Them In The First Place? Why Are Our Nations Leaders Saying Everyone Should Go To College?... I See Why The Colleges Want Them Because 'THE KID COMES ATTACHED TO MONEY*'. (In This Case The Money Was Coming From The Government. The Corrupt President Lowered The Academic Standards To Allow More Students To Be Accepted, Which Increased The Amount Of Money The University Would Make. This Money Ultimately Came From The Government Because The Students That Were Accepted Were From Low Income Backgrounds And Needed Government Assistance, Hence The DANGEROUS ELEMENT Label Given To Them.) *IT'S COMIN' OUT THE WAZOO!  |
 |
| "Dr. Slade and the administration did a wonderful job of charming the board. They were mesmerized by her. People were mesmerized by her." THE WINNING PERSONALITY https://vdare.com/articles/solving-the-african-iq-conundrum-winning-personality-masks-low-scores. "educational attainment is over time becoming weaker as a signal of the cognitive ability...educational expansions may have made it easier to attain longer education...Employers will to a lesser degree be able to screen candidates by using their educational credentials, and demand for other signals will increase."
nature.com/articles/s4159  Meta-analysis: In recent decades, the intelligence quotient of university students and university graduates dropped to the average of the general population. frontiersin.org/articles/10.33 https://x.com/robkhenderson/status/1811622822974050781 "undergraduates’ IQs have steadily fallen from roughly 119 to a mean of 102 today — just slightly above the population average of 100. In short, undergraduates are now no more intelligent on average than members of the general population."  The rate at which individuals with IQs below 90 (the US average is around 98) completed college has "increased approximately 6-fold in men and 10-fold in women relative to rates in the previous generation." |
| Graduated in | IQ |
| 1960s | 112.3 |
| 1970s | 109.1 |
| 1980s | 106.0 |
| 1990s | 103.9 |
| 2000s | 102.9 |
| 2010s | 100.0 |
Replying to
The average IQ of college students is about 1 SD (15 points) lower now than about 50 years ago despite of the Flynn effect. Something to think about for the equality of outcome ideologues. https://twitter.com/MatsVinnaren/status/1084896081085939712
| Graduated in | Grad degree | Undergrad | HS diploma |
| 1960s | 114.0 | 111.3 | 99.3 |
| 1970s | 112.5 | 107.9 | 96.4 |
| 1980s | 109.4 | 105.2 | 94.8 |
| 1990s | 108.1 | 103.4 | 95.0 |
| 2000s | 105.8 | 103.5 | 94.6 |
| 2010s | n/a | 100.4 | 93.5 |
Underappreciated fact: increased college access has led to ~.65 SD decline in IQ of the typical graduate, almost 10 IQ points
College doesn't signal what it once did
Image from kirkegaard.substack.com/p/misleading-p
A college degree from most American colleges — there are over 4,000 of them, the great majority of which you'll never hear anything about — is no longer an indicator of strong mental ability.
In fact, the mean IQ of *all* US college students is only around 100 (an average IQ).
https://www.psychologytoday.com/us/blog/after-service/202006/the-college-dropout-rate-is-45-should-everyone-still-go
Furthermore, college degrees themselves have become less reliable indicators of ability. For example, this study led by psychologist Jean Twenge at San Diego State University found that “The average college graduate now has considerably lower verbal ability than the average college graduate 40 years ago. For employers, this means that a college degree does not have the same meaning as it once did for verbal ability.”
In other words, on average, college graduates seem to be less verbally adept today compared to decades past—smaller vocabularies, poorer writing ability, and less ability to retain written information.
In 1974, about 13% of Americans were college graduates. Today, it’s around 32%.
Intriguingly, the researchers found that the vocabulary skills of Americans overall have remained unchanged.
Far more Americans have college degrees. But overall, Americans' verbal skills are the same. This suggests we are seeking increasingly more expensive credentials for skills that haven't been improved by a college education.
The reading ability of the average black college graduate is, on average, considerably lower than that of the average white college graduate.
·
"The average college graduate now has considerably lower verbal ability than the average college graduate 40 years ago. For employers, this means that a college degree does not have the same meaning as it once did for verbal ability"
sciencedirect.com/science/articl
Rolf Degen@DegenRolf At loss for words: The vocabulary of the average U.S. adult has shrunk over the past four decades. https://sciencedirect.com/science/article/pii/S0160289618302198 There are millions of people attending university who do not belong there, enrolled in programs that should not exist, in order to study theories that are wrong.
https://www.youtube.com/watch?v=ULFSGNK4VSc
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You've probably heard that IQ tests are now widely considered outdated, biased, and useless, and that there's more to cognitive ability than general intelligence - there are also traits like social intelligence, practical intelligence, emotional intelligence, creativity, and wisdom. Strikingly, these claims originate mostly from psychology professors at Harvard and Yale. Harvard is home to Howard Gardner, advocate of eight "multiple intelligences" (linguistic, logical-mathematical, spatial, musical, bodily kinesthetic, interpersonal, intrapersonal, and naturalist). Yale is home to Peter Salovey, advocate of emotional intelligence, and was, until recently, home to Peter Sternberg, advocate of three intelligences (academic, social, and practical). (To be fair, I think the notions of interpersonal, social, and emotional intelligence do have some merit, but they seem more like socially desired combinations of general intelligence, agreeableness, conscientiousness, and/or extraversion than distinctive dimensions that extend beyond the Central Six.)
https://twitter.com/primalpoly/status/1743739718913646720
Is it an accident that researchers at the most expensive, elite IQ-screening universities tend to be most skeptical of IQ tests? I think not. Universities offer a costly, slow, unreliable intelligence-indicating product that competes directly with cheap, fast, more-reliable IQ tests. They are now in the business of educational credentialism. Harvard and Yale sell nicely printed sheets of paper called degrees that cost about $1600,000 ($40,000 for tuition, room, board, and books per year for four years). To obtain the degree, one must demonstrate a decent level of conscientiousness, emotional stability, and openness in one's coursework, but above all, one must have the intelligence to get admitted, based on SAT scores and high school grades. Thus, the Harvard degree is basically an IQ guarantee.
https://twitter.com/robkhenderson/status/1373067234042597383
"the predictive power of the SAT holds even when researchers control for socioeconomic status...it is remarkably difficult to increase an individual’s SAT score...high SAT scores are generally difficult to acquire by any means other than high ability" mdpi.com/2079-3200/7/4/
Obvs, academia has a vested interest in pretending intelligence can't be measured quickly, cheaply, & accurately with IQ tests. My book 'Spent' explained how IQ-denialism feeds educational credentialism, and helps colleges financially exploit young people. https://www.amazon.com/Spent-Sex-Evolution-Consumer-Behavior-ebook/dp/B0023SDQFI/ …
Good thread by on how credentialism undermines the US military.
As I argued in 'Spent' (2009), if you ban IQ tests (due to 'disparate impact'), you get runaway credentialism. If you allow IQ tests, you don't need so much credentialism.
Audacious Epigone Retweeted
Higher education is little more than a credentials arms race that provides little benefit to those who now "have" to pursue it while harming both the individual and wider society in a dozen different ways
Probably the third-biggest problem we face
Universities don't have anything to teach what a motivated person can learn on his own. All they do is sell very expensive union cards.
- "What percentage of the world's water is contained in a cow?"
- "Are you your body?"
- "Was Russia just too damned big for democracy?"
- "Why don't we just have one ear in the middle of our face?"
- "What about fatalism?"
The third argument implies that the real "value" created and sold by many universities is status. Learning is a byproduct or mechanism in service of the real status product.
Tenure track profs sell their status to unis, who then sell the status to students.
This is the value chain in universities
Final product sold to students is status (not learning).
You Go To School To Learn!
Credentialism explains the three hundred "diploma mills" (unaccredited online universities) now operating in the United States, such as Rochville University and Belford University. These award B.A.s, M.B.A.s, or Ph.D.s within seven days on the basis of "life and work experience" (Get a degree for what you already know!"), with no admissions requirements, attendance, classes, essays, or tests. For example, Belford University's "complete doctorate degree package costs only $549 with free shipping," and includes on degree, two transcripts, one award of excellence, one certification of distinction, and four education verification letters for employers. Available majors include aerospace engineering, clinical psychology, endodontics, and, of course, marketing. Degree mills typically claim accreditation from fronts such as the International Accreditation Agency for Online Universities, which is not one of the nineteen accrediting organizations recognized by the U.S. Department of Education. From 1980 through the early 1990s, the FBI Operation Diploma Scam task force closed down many of these diploma mills. However, there is now virtually no policing of them, and the Web makes it easy to take money from the more gullible careerists of the developing world, to who $549 sounds like a credibly large amount of money to pay for a Ph.D.
FAKEE
SHADEE
Credentialism also explains the popularity of fake degrees sold through online lost-diploma replacement services such as Bogusphd.com and Noveltydegree.com. For about $50 (including free two-day shipping), you can request any degree from any university, bearing your name, printed on high-quality sixty-pound parchment, with an embossed gold foil seal, suitable for framing. Degree layouts are fairly standard across universities, so they are much easier to counterfeit than a $20 bill. There is the university name at the top, some wording, the graduate's name and degree awarded, some more wording, and then some illegible signatures at the bottom.An alternative to the credentialist view of higher education is the "human capital" view promoted by most professors, including economists such as Gary Becker. Their starting point is Bertrand Russell's insight that "the average man's opinions are much less foolish than they would be if he thought for himself." The human capital view is that the cultural transmission of knowledge makes us smarter and wiser, and that it is the responsibility of education to download such knowledge into our heads, so that we become more valuable to employers, and earn higher salaries. Education, in other words, is economic self-investment - we forgo some lost wage years in return for higher wages later. And it is a fairly safe investment, barring brain injury or early dementia: Ben Franklin observed, "If a man empties his purse into his skull, no one can take it from him."
Live college lectures cost about $100 per hour to attend, and are often given by underqualified graduate students or adjunct faculty. Excellent recorded lectures by nationally respected professors on DVD cost about $6 per hour from the Teaching Company (for example, $70 for a twelve-hour course on "Existentialism and the Meaning of Life"). Or, for $550 per year, one could get 450 TV channels from Comcast, even in Albuquerque, including twenty-two nonfiction documentary channels such as the Discovery Channel, Discovery Health, the National Geographic Channel, the Learning Channel, the Travel Channel, the History Channel, the Science Channel, the Military Channel, the Biography Channel, History International, and BBC America. Even better, UK residents can pay their $200 per year TV license fee and see excellent documentaries every evening on BBC1, BBC2, and Channel 4.
Companies understand perfectly well that higher education is not the most efficient way to prepare employees, which is why they spend more than $10 billion per year on corporate training in the United States (versus higher education spending of $200 billion per year). For example, three-quarters of the Fortune 500 companies have bought corporate training from the Franklin Covey group (2007 sales: about 280 million), founded by Stephen R. Covey after his 1989 bestseller The Seven Habits Of Highly Effective People. By contrast, Harvard's net undergraduate tuition intake (nominal costs minus financial aid) was about $60 million in 2004).
The credentialist view suggests that higher education may offer not so much added value in the economic sense as a reliable method of advertising one's talents - especially intelligence, conscientiousness, and openness. Other credible views of education are also skeptical about its alleged added value. These include the "warehousing" view which holds that mass public education is just cheap child care for working parents, and the "conformism" view, which contends that school socializes children to be reliable, politically pacified wage slaves. Each critique has its merits, and explains why so many students prefer easy courses that one can pass by displaying the correct ideological attitudes (as in some humanities and social sciences) to harder courses, that require the acquisition of real skills, knowledge, and insight (as in foreign languages, studio art and music, and the physical, biological, and behavioral sciences). Most students want to maximize their grade point average (a credentialist goal), not the amount of challenging, counterintuitive, life-relevant material they learn (a value-added goal).
Spent: Sex, Evolution, and Consumer Behavior. Miller, p. 191-198
Replying to
Percent of students in 2020 with total SAT score of 1400 to 1600:
Asian 24%
White 7%
That is why they’re ditching the SAT.
reports.collegeboard.org/pdf/2020-total
http://blog.apaonline.org/2016/12/16/apa-member-interview-david-livingstone-smith/
Name a trait, skill or characteristic that you have that others may not know about.
After failing high school twice, I dropped out of community college, so I don’t have an undergraduate degree. And despite having earned a Ph.D. in Philosophy from the University of London (Kings College), I have never ever been a student in a philosophy class. This must sound very weird to the readers of this blog.
After failing high school twice, I dropped out of community college, so I don’t have an undergraduate degree. And despite having earned a Ph.D. in Philosophy from the University of London (Kings College), I have never ever been a student in a philosophy class. This must sound very weird to the readers of this blog.
What is your favorite film of all time?
Little Big Man because I identify so strongly with the protagonist. Like him, I’ve travelled an unconventional path, have never really felt that I fit in anywhere, and have reinvented myself several times over.
