Every so often I run across a forum conversation, in which one poster says “Hey, I remember reading a teacher who talks about HBD stuff” or “What’s the blog of that teacher who writes about IQ?” The answer always comes in a minute or two, and the answer is never not me. Like Michael Clayton, I ‘ve made a niche for myself. (I miss Sidney.)
So I’m the HBD teacher. But I write about a lot of stuff. Fox (sigh), not hedgehog. Occasionally, fans of one aspect of my work realize they were playing one of the blind men, with me as the camel. “Um, what? This awesome math teacher thinks immigration is bad for education?” (well, I might have made up the adjective.)
I borrowed the term Voldemort View, “The View That Must Not Be Spoken” , to describe the stubborn blindness behind education policy:
Mean differences in group IQs are the most likely explanation for the academic achievement gap in racial and SES groups.
So many people read the previous statement and say, “Well, this is of course nonsense. Everyone with any understanding of biology knows that race is a social construct, not a biological one. So only ignorant bigots would argue that race is genetically linked to IQ.”
To which I ask, with considerable irritation, where does the View mention biology? Or genetics? You will see no mention of actual science here in this blog.
“Don’t be an idiot,” these people say, “If a gap exists, and it’s cognitive, then what could cause the gap, if not a genetic link to race?”
Who knows? The View is unconcerned with cause of group cognitive differences. At this point, the desirable causes have been all but eliminated: poverty, racism, government spending, parental education, test anxiety. There are no happy answers or easy solutions.
None of the above means that any race is inferior, or that high and low IQs don’t exist in all races. As I understand it, the difference lies in frequency, not range. Nor does it mean that any particular IQ is inferior or less equal. Finally, it doesn’t mean that IQ is destiny.
I try not to stray from the mainstream when I discuss the accepted truths of IQ: it’s accurate, measures something meaningful, predicts a wide range of social outcomes, and average black IQ is one standard deviation below average white IQ, (with Hispanics in between, and Asians slightly above whites). But most people are so ignorant of the mainstream on IQ that they think Charles Murray, he of the dread Bell Curve, and James Flynn, of the much-cited-by-dilettantes Flynn Effect, are at polar opposites on IQ. In fact, the two disagree not on the accepted facts but on the degree to which they hope the gap can be mitigated. From what I can tell, that’s the primary debate among those who actually know about IQ (and I’m just someone who reads a lot about it): those on “the left” like Flynn, or Christopher Jencks, hold out more hope for environmental changes, vocabulary enrichment, than do those on “the right”, like Murray.
Anyway. The Voldemort View essay above is important to understanding this blog.
Hence the Encyclopedia, from Controversial to Universal.
So this is Part I, the stuff that keeps me anonymous.
Then there are the sub-categories.
Cognitive Ability in the Classroom
What it looks like when you’re teaching, at ground level and 60,000 feet.
Teachers and Cognitive Ability
I used to have two sections–one for all teachers, one for teachers of color. But really, they’re the same thing. Understand this: teachers are smart enough. In fact, the standards for high school teacher are quite high. We won’t be making them higher; in fact, recently, many standards have been rolled back.
When someone says “We need to upgrade the teaching pool”, understand that upgrading the teaching pool leads DIRECTLY to fewer black and Hispanic teachers. Understand, too, that the data establishing a link between teacher cognitive ability and student outcomes is so slight as to be non-existent. While a basement seems logical—that is, teachers have to have a certain level of smarts—the lack of a connection suggests that we’re comfortably above the basement. There’s as much, if not more, data supporting a link between race of teacher to student outcomes as one of cognitive ability. How’s that for depressing?
Bottom line: we don’t need to upgrade our teaching pool, and we’ve already wiped out a significant chunk of prospective black and Hispanic teachers with the demands of the 1998 Higher Education Act and No Child Left Behind. We are currently in the process of undoing this.
Teacher Quality Pseudofacts, Part II–this is old, but still very solid as an overview.
The Takeaway from the TFA Study: notable for my pointing at the CAEP standards and predicting that very few blacks and Hispanics will qualify and continuing So if CAEP doesn’t blink, or ed schools don’t get creative, we will soon have almost no black and Hispanic teachers, since blacks and Hispanics who get over 600 on each section of the SAT go off to become doctors and lawyers and Wall Street hedge fund managers. I wrote that in 2013. CAEP didn’t only blink, it fired the boss because the ed school organization publicly proclaimed its unhappiness with that standard.
College Admissions and Race
I’ve been writing and thinking about this for over ten years, since I first became a tutor. And yet, I still learn things. For example, in the Chris Hayes essay, I said the only group that might be distorting their abilities through test prep were Asians, but mostly dismissed the possibility. (My doubts on this score are not representative of mainstream IQ research.) I don’t dismiss it anymore. But even if you think I’m a horrible racist IQ determinist, I know my stuff so check out the test prep advice.
Why Chris Hayes Fails–still a good essay for cites. And in the main, what I say still holds true for test prep—it doesn’t distort abilities and it’s not the cause of the black-white achievement gap. On the other hand, I’ve become much more cynical about the rate of Asian increase.
Asian Immigrants (and the Chinese generally)
The first essay on the list blasted out of the box in October 2013 and eclipsed the previous traffic winner (Algebra & Pointlessness), written fifteen months earlier. Big, big hit that, for better or worse, spells out the stereotype about a particular category of Asian immigrant (Chinese/Korean/Indian first or second generation immigrant) and shows why the stereotype exists. For all the touchy writing I do about IQ, this essay is probably the most incendiary on the site. I did not write it lightly. It’s a tough subject, but I feel it’s important. Few are honestly discussing the influx of Asian immigrants and their impact education and on communities. I love the kids. I’m not sanguine about the impact, given the degree of influx.
The Fringe Folk who Follow Me
So I was just bopping along, writing my happy little teaching blog, when the Dark Enlightenment decided to adopt my particular brand of adorable puppy.
Well, no. But they adopted me anyway.
I’m not qualified to discuss or characterize the movement, assuming it is one. And of course, over time, the “Dark Enlightenment” morphed into the “alt right”. But regardless of the specifics, the dominating ideologies of the Dark Enlightenment, neoreaction are not mine own. While I’m cynical, skeptical, and not approved for prime time in certain areas of social policy, my political ideology has meandered all the way from barely left of center to barely right of same in thirty years’ time. Feel free to disapprove of me for not disavowing people I disagree with.
Note: I do not consider Steve Sailer or Charles Murray “fringe folk”. I think they are both brilliant guys who I generally agree with. Well, Murray hates Trump. But otherwise.
Every thing else is pretty harmless.