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Evidence shows that education and intelligence have a complex interaction, and this is demonstrated in a longitudinal study by Richards and Sacker. [9] They collected data from the British 1946 birth cohort and investigated how childhood intelligence was predictive of other outcomes later in life including educational attainment and mental ability at 53 years old (using the National Adult ...
For example, statistics from 1993 indicate that in the U.S., Black students represented 16.2% of public school students, but only constituted 8.4% of students enrolled in gifted education programs. Similarly, while Hispanic students represented 9% of public school students, these students only represented 4.7% of those identified as gifted. [55]
"How Much Can We Boost IQ and Achievement?" is a 1969 article by Arthur Jensen published in the Harvard Educational Review. [1] Controversy over the article led to the coining of the term Jensenism , [ 2 ] defined as the theory that IQ is largely determined by genes, including racial heritage. [ 3 ]
By 2008, about 50,000, or 1 in 140 (0.7 percent) of elementary and middle school students participated in education for the gifted. In 2005, a program was undertaken to identify and educate gifted children of socioeconomically underprivileged people. Since then, more than 1,800 students have enrolled in the program.
A study by Ceci illustrates the numerous ways in which education can affect intelligence. It was found that; IQ decreases during summer breaks from schooling, children with delayed school entry have lower IQs, those who drop out of education earlier have lower IQs and children of the same age but of one years less schooling have lower IQ scores.
IQ scores also correlated with school achievement tests designed to measure knowledge of the curriculum. Other personal characteristics affecting this may be persistence, interest in school, and willingness to study which may be influenced by the degree of encouragement for academic achievement a child receives and more general cultural factors.
That is, those with a greater IQ tend to seek stimulating environments that further increase IQ. These reciprocal effects result in gene environment correlation. The direct effect could initially have been very small, but feedback can create large differences in IQ. In their model, an environmental stimulus can have a very great effect on IQ ...
Cognitive test scores predict educational performance better than they predict any other outcome, and cognitive testing is pervasive in academics [citation needed].Central policy issues concern the proper role of testing in assessing educational quality and in college admission; efforts to characterize and close the educational achievement gap between racial and socioeconomic groups in the US ...