8th Grade NAEP 1996

National Assessment of Education Progress

See these NAEP tables also

SAT Math scores for Asians reveal a gender gap of 18 IQ points or almost two standard deviations, versus one standard deviation for Whites and Indians (8 & 10 IQ points respectively).  Because of the highly selective nature of the GRE, their scores are not representative of the entire races which are measured.  But even so, the gender gap of .64 standard deviations for Whites and Hispanics, of .56 standard deviations for Asians, and the .4 standard deviations for Blacks is important to remember. 

12th grade TIMSS physics scores show a 10 IQ point or one standard deviation for the US, but 16 IQ points or almost two standard deviations for Slovenia. Between 8th and 12th grade, the amount by which TIMSS scores for boys increased was more than two standard deviations in Cyprus, Sweden, & Norway (25, 18, & 22 IQ points respectively), and more than one standard deviation in Slovenia, Russia, Denmark, Latvia, & Greece (11, 10, 12, 10, & 14 IQ points respectively), compared to a 3 IQ point decrease for US boys. Girls in three countries, Norway, Greece, & Cyprus showed a one standard deviation increase (12, 10, 12 respectively), compared to a one standard deviation decrease in the US, Switzerland, & France (11, 14, & 12 IQ points respectively), and almost two standard deviations in the Czech Republic & Austria (17 & 19 IQ points respectively).

So the 7 NAEP Math point gender gap for American 12th graders in 1978, as well as the 3 point gap in 1999 and 2004 Modified and 2004 Bridge, has a strong probability of being greater than one standard deviation.  Using the most conservative estimate of only one standard deviation in 1978 proves that the 38 point White-Black gap was in reality 5.4 standard deviations, as seen on the following graph:

The apparent reduction in the White-Black gap by 2004 to only 28 NAEP points was accompanied by an apparent reduction in the gender gap to only 3 NAEP Math points, which means that when measured in the most conservative estimate for the standard deviation, this gap increased to 9.3.  It's hardly going to help Blacks, much less US education policy, to tell them that their scores are increasing when in reality the White-Black gap almost doubled, from 54 to 93 IQ points.

Such a huge increase in the race gap cannot be due to any vast improvement in the education of White students--the 130 point decrease in SAT scores over the last four decades, as well as the 25 IQ point INCREASE in the gap between Norwegian and US boys illustrated by TIMSS, proves that never happened.

But what if the gender gap for NAEP math is closer to the 1.8 standard deviation for Asians on SAT math, or the 1.6 standard deviation for Slovenia in TIMSS?  What if the three NAEP point gap between boys and girls in 2004 is actually 2 standard deviations? What if the White-Black gap was actually 18 standard deviations rather than "only" 9?  Theoretically, that's not possible--but we're dealing with test scores which fall out of the range of normal statistics.

CONSISTENT RACE GAP ACROSS STATES

If "discrimination" is the only reason for the race and sex gap, then how could this race/sex gap be almost identical across all states, and across all education systems, including the DOD schools, District of Columbia [where the HIGHEST scoring Whites and LOWEST scoring blacks are], from state to state, year after year?  Do all educators from all these different parts of the world meet in the back room of a far away smoky bar and plot out their evil plan--or did God PLAN it this way?

Did they also plan to let religious schools score MUCH higher than public schools, or was this part of God's PLAN, also?

IAEP/NAEP CROSSLING STUDY, BEATON/GONZALEZ

The crosslink study by the NAEP (NAEP 1996 Mathematics Cross-State, Data Compendium for the Grade 4 and Grade 8 Assessment, Findings from the State Assessment in Mathematics of the National Assessment of Educational Progress) which compared IAEP and NAEP scores shows that the differences in scholastic ability from state to state, race to race, sex to sex, and public to nonpublic school are pervasive, chronic, and huge.  Also not reported in the mainstream media is the TIMSS cross link study which enables a comparison between various states and school systems in other countries.   The highest and lowest scores (a 72 point difference) came from  public schools in Washington, DC, black students at 231 and White students at 303 (even higher than the 301 in nonpublic schools in Texas).  The highest scoring black public school students, Nebraska, scored 256, whereas the lowest scoring White public school students, Lousiana, Mississippi, West Virginia (with 41%, 45%, and 3% black students, respectively) scored 10 points higher, 266.  Only the nonpublic schools of Lousiana, New York, and Rhode Island scored lower than 280, whereas only the public schools of Minnesota, Montana, Nebraska, and North Dakota scored higher than 280. 

holo 

What's missing from this comparison are the 12th grade NAEP scores where the differences between races, states, and the sexes are known from other standardized tests to be much larger.  Nonetheless, the 72 point difference between black and White 8th graders in Washington, DC, which now spends more than $16,000 per student for education (three times per student what North Dakota spends) tells us everything we need to know about educating blacks--they're patently uneducable.   The biggest difference between states in public school scores (excluding D.C.) was 23 points ( 261 in South Carolina vs. 284 in North Dakota), between nonpublic school scores was 26 points (275 in Rhode Island vs. 301 in Texas), and between the highest scoring and lowest scoring black students was 25 points (231 in D.C. vs. 256 in Nebraska), which means that the 72 point difference between black and White students in D.C. is almost three times greater than the state to state differences.

The most revealing NAEP table is Table B.6, "Mathematics Achievement Levels by Race/Ethnicity Grade 8, Public Schools Only", where 22% of the White students in our nation's capitol scored in the advanced math category, but zero percent of blacks and zero percent of Hispanics did.  This is the one place in the nation where you would expect the extraordinary expenditure for education would have shown some promise, but instead neither Blacks nor Hispanics did that.  If Blacks and Hispanics can be educated, then why do none of them in our nation's capitol prove that they can be, why have our politicians not been able to use this excellent opportunity to really demonstrate that our education dollars are being spent wisely, and why haven't the mostly Black and Mexican federal employees in our nation's capitol been able to get the political muscle needed to get minority groups over the hump in math right in their own backyards?

The answer is that no state has succeeded at this, no matter how much money they spent. Zero percent of the Blacks and Mexicans in New York, a state which spends almost as much money for education as Washington, scored in this category, compared to 4% of Whites.  9% of the Whites in Alaska did, but zero percent of the Blacks and Mexicans there did.  The Blacks in only two states, Massachusetts and Texas scored in this range, but only 1% of them did, compared 6% and 4% respectively of Whites.

Public Schools vs. Religious Schools

Of the selected schools for which NAEP reports both public and nonpublic school scores, most of the nonpublic or religious schools score significantly higher than their public schools.  The biggest differences are in Texas where the difference is 31 points (270 vs. 301), and Georgia at 30 points (262 vs. 292),which is equivalent to a 93 SAT math point difference.  At the opposite end are Massachusetts where the difference is only 3 points (278 vs. 281), Nebraska at 4 points (283 vs. 287), Montana at 5 points (283 vs. 288), New York at only 6 points (270 vs. 276), Rhode Island at only 6 points (269 vs. 275), and Vermont at only 8 points (279 vs. 287).

The difference in Louisiana is 24 points (252 vs. 276), in Washington is 23 points (276 vs. 299), North Dakota 22 points (284 vs. 296), South Carolina 22 points (261 vs. 283), California is 21 points (263 vs. 284), New Mexico 20 points (262 vs. 282),  Missouri 19 points (273 vs. 292), and Iowa at 11 points (284 vs. 295).  While the difference in Iowa is small, we should note that their public schools score higher than the private schools in Massachusetts, Rhode Island, New York, and Lousiana

The Beaton Gonzalez Crosslink Study between NAEP and IAEP indicates that our highest scoring religious schools score in the range of Taiwan, Korea, and Russia, that our lowest scoring religious schools and our highest scoring public schools score in the range of France and Italy, and that our lowest scoring public schools score in the range of Spain and Slovenia.

Washington, DC, again is an outlier of its own, scoring slightly lower than Jordan and slightly higher than Mozambique.

http://nces.ed.gov/nationsreportcard/pdf/main2000/2001517b.pdf

280 points = 100 IQ

208 points = 67 IQ

1 IQ point = 2.2 NAEP points 

Copyright @ 2007 by Fathers' Manifesto & Christian Party