Editing Race and intelligence (section)

=== Test scores ===
{{main|Achievement gap in the United States}}
In the United States, Asians on average score higher than White people, who tend to score higher than Hispanics, who tend to score higher than African Americans.{{sfn|Neisser|Boodoo|Bouchard|Boykin|1996}} Much greater variation in IQ scores exists within each ethnic group than between them.{{Clarify|reason=The prose here should be clarified. Is it saying that the recorded IQ range within each race is greater than any differences of averages between races?|date=December 2023}}<ref name="Reynolds-2021">{{Cite book |last1=Reynolds |first1=Cecil R. |chapter-url=https://link.springer.com/chapter/10.1007/978-3-030-59455-8_15 |title=Mastering Modern Psychological Testing |last2=Altmann |first2=Robert A. |last3=Allen |first3=Daniel N. |publisher=Springer |year=2021 |pages=573–613, 582 |chapter=The Problem of Bias in Psychological Assessment|doi=10.1007/978-3-030-59455-8_15 |isbn=978-3-030-59454-1 |s2cid=236660997 }}</ref><ref name=SAGE>{{Cite book |url=https://books.google.com/books?id=yDDqLBBk7BcC |title=Encyclopedia of Diversity in Education |date=2012 |publisher=SAGE |isbn=978-1-4129-8152-1 |page=1209 |language=en |access-date=2018-01-20 |archive-date=2023-03-20 |archive-url=https://web.archive.org/web/20230320043631/https://books.google.com/books?id=yDDqLBBk7BcC |url-status=live }}</ref> A 2001 [[meta-analysis]] of the results of 6,246,729 participants tested for cognitive ability or aptitude found a difference in average scores between black people and white people of 1.1 [[standard deviations]]. Consistent results were found for college and university application tests such as the [[Scholastic Aptitude Test]] (N = 2.4 million) and [[Graduate Record Examination]] (N = 2.3 million), as well as for tests of job applicants in corporate settings (N = 0.5 million) and in the military (N = 0.4 million).<ref name="Roth et al. 2001">{{harvnb|Roth et al.|2001}}</ref>

In response to the controversial 1994 book ''[[The Bell Curve]]'', the [[American Psychological Association]] (APA) formed a task-force of eleven experts, which issued a report "[[Intelligence: Knowns and Unknowns]]" in 1996.{{sfn|Neisser|Boodoo|Bouchard|Boykin|1996}} Regarding group differences, the report reaffirmed the consensus that differences within groups are much wider than differences between groups, and that claims of ethnic differences in intelligence should be scrutinized carefully, as such claims had been used to justify racial discrimination. The report also acknowledged problems with the racial categories used, as these categories are neither consistently applied, nor homogeneous {{xref|(see [[Race and ethnicity in the United States]])}}.{{sfn|Neisser|Boodoo|Bouchard|Boykin|1996}}

In the UK, some African groups have higher average educational attainment and standardized test scores than the overall population.<ref>{{cite journal |first1=Feyisa |last1=Demie |first2=Christabel |last2=McLean |title=Raising the achievement of African heritage pupils: a case study of good practice in British schools |journal=Educational Studies |date=1 December 2007 |issn=0305-5698 |pages=415–434 |volume=33 |issue=4 |doi=10.1080/03055690701423606 |s2cid=144579288}}</ref> In 2010–2011, white British pupils were 2.3% less likely to have gained 5 A*–C grades at [[General Certificate of Secondary Education|GCSE]] than the national average, whereas the likelihood was 21.8% above average for those of [[British Nigerian|Nigerian]] origin, 5.5% above average for those of [[Ghanaians in the United Kingdom|Ghanaian]] origin, and 1.4% above average for those of [[Sierra Leone|Sierra Leonian]] origin. For the two other African ethnic groups on which data was available, the likelihood was 23.7% below average for those of [[Somalis|Somali]] origin and 35.3% below average for those of [[Congo Basin|Congolese]] origin.<ref>{{Cite book |last=Rutter |first=Jill |title=Back to basics: Towards a successful and cost-effective integration policy |work=IPPR |publisher=Institute for Public Policy Research |year=2013 |url=https://www.ippr.org/articles/back-to-basics-towards-a-successful-and-cost-effective-integration-policy |page=43 |access-date=2020-05-23 |archive-date=2020-04-13 |archive-url=https://web.archive.org/web/20200413214928/https://www.ippr.org/publications/back-to-basics-towards-a-successful-and-cost-effective-integration-policy |url-status=live }}</ref> In 2014, Black-African pupils of 11 language groups were more likely to pass [[Key Stage 2]] Maths 4+ in England than the national average. Overall, the average pass rate by ethnicity was 86.5% for white British (N = 395,787), whereas it was 85.6% for Black-Africans (N = 18,497). Nevertheless, several Black-African language groups, including [[Yoruba language|Yoruba]], [[Igbo language|Igbo]], [[Hausa language|Hausa]], [[Akan language|Akan]], [[Ga language|Ga]], [[Swahili language|Swahili]], [[Edo language|Edo]], [[Ewe language|Ewe]], [[Amharic]] speakers, and English-speaking Africans, each had an average pass rate above the white British average (total N = 9,314), with the Hausa, Igbo, Yoruba, and Amhara having averages above 90% (N = 2,071).<ref name=":0">{{Cite book |last=Feyisa Demie |first=Andrew Hau |title=Language Diversity and Attainment in Primary Schools in England |publisher=Lambeth Research And Statistics Unit |year=2016 |url=https://www.lambeth.gov.uk/rsu/sites/www.lambeth.gov.uk.rsu/files/language_diversity_and_attainment_in_primary_schools_in_england_2017.pdf |page=18 |access-date=2020-05-24 |archive-date=2020-08-06 |archive-url=https://web.archive.org/web/20200806165229/https://www.lambeth.gov.uk/rsu/sites/www.lambeth.gov.uk.rsu/files/language_diversity_and_attainment_in_primary_schools_in_england_2017.pdf |url-status=live }}</ref> In 2017–2018, the percentage of pupils getting a strong pass (grade 5 or above) in the English and maths GCSE (in [[Key Stage 4]]) was 42.7% for whites (N = 396,680) and 44.3% for Black-Africans (N = 18,358).<ref>{{Cite web |title=GCSE English and maths results |url=https://www.ethnicity-facts-figures.service.gov.uk/education-skills-and-training/11-to-16-years-old/a-to-c-in-english-and-maths-gcse-attainment-for-children-aged-14-to-16-key-stage-4/3.0 |date=2019 |website=Gov.UK |access-date=2022-09-20 |archive-date=2022-09-20 |archive-url=https://web.archive.org/web/20220920173733/https://www.ethnicity-facts-figures.service.gov.uk/education-skills-and-training/11-to-16-years-old/a-to-c-in-english-and-maths-gcse-attainment-for-children-aged-14-to-16-key-stage-4/3.0 |url-status=live }}</ref>