Well, the current most popular one is that
IQ tests are subjective--set up for WASPs.
While this is possibly the predominant reason,
lack of protein in a developing minority
should not be ignored, and there are other
valid reasons, simple volition being one, that
should not be ignored.
There are multiple factors that may contribute to lower scores for minority students on IQ tests, including cultural bias in test questions, differences in educational opportunities, and stereotype threat. It's important to consider these factors when interpreting IQ test results for minority students.
Research has shown that there are persistent differences in IQ test scores across different racial and ethnic groups in the US, with some groups consistently scoring higher or lower on average than others. However, it is important to note that while there may be differences in average scores, individual differences within each group are greater than differences between groups.
There is limited research on this topic, and findings are mixed. Some studies suggest that home-schooled students may score lower on socialization measures, while others find no significant difference compared to traditionally schooled students. Factors such as individual differences, teaching approach, and social opportunities outside of school can all contribute to social aptitude levels in home-schooled students.
A theory is a well-supported explanation based on evidence and research that helps to explain a phenomenon. An assumption, on the other hand, is a belief or idea that is accepted as true without proof or evidence to support it. The main difference is that a theory is backed by evidence and research, whereas an assumption lacks this support.
Citizen status can impact a student's self-esteem if they face discrimination or stigma related to their status. Students may feel marginalized or excluded, leading to lower self-esteem. Supportive environments and resources can help mitigate these negative effects and build students' confidence and self-worth.
An IQ of 60 is considered to be below average. It may impact a person's ability to perform certain tasks or understand complex information compared to individuals with higher IQ scores. It is important to provide support and resources to help individuals with lower IQ scores thrive in their environment.
Catholic University of America's 2014 25th-75th percentile SAT Math Scores are 500-610, meaning 25% of students scored 500 or lower on the Math portion of the SAT, and 75% of students scored 610 or lower (i.e. 25% of students scored 610 or higher).
Lyndon State College's 2014 25th-75th percentile ACT English Scores are 13-23, meaning 25% of students scored 13 or lower on the ACT English Score, and 75% of students scored 23 or lower (i.e. 25% of students scored 23 or higher).
Cal Poly's 2014 25th-75th percentile ACT English Scores are 24-30, meaning 25% of students scored 24 or lower on the ACT English Score, and 75% of students scored 30 or lower (i.e. 25% of students scored 30 or higher).
Castleton State College's 2014 25th-75th percentile ACT Math Scores are 17-24, meaning 25% of students scored 17 or lower on the ACT Math Score, and 75% of students scored 24 or lower (i.e. 25% of students scored 24 or higher).
Glenville State College's 2014 25th-75th percentile SAT Math Scores are 370-460, meaning 25% of students scored 370 or lower on the Math portion of the SAT, and 75% of students scored 460 or lower (i.e. 25% of students scored 460 or higher).
Coastal Carolina University's 2014 25th-75th percentile SAT Math Scores are 460-560, meaning 25% of students scored 460 or lower on the Math portion of the SAT, and 75% of students scored 560 or lower (i.e. 25% of students scored 560 or higher).
Central Connecticut State's 2014 25th-75th percentile SAT Math Scores are 460-560, meaning 25% of students scored 460 or lower on the Math portion of the SAT, and 75% of students scored 560 or lower (i.e. 25% of students scored 560 or higher).
Brigham Young University-Hawaii's 2014 25th-75th percentile ACT Composite Scores are 21-25, meaning 25% of students scored 21 or lower on the ACT Composite Score, and 75% of students scored 25 or lower (i.e. 25% of students scored 25 or higher).
Bacone College's 2014 25th-75th percentile ACT Composite Scores are 16-19, meaning 25% of students scored 16 or lower on the ACT Composite Score, and 75% of students scored 19 or lower (i.e. 25% of students scored 19 or higher).
Albion College's 2014 25th-75th percentile ACT English Scores are 21-27, meaning 25% of students scored 21 or lower on the ACT English Score, and 75% of students scored 27 or lower (i.e. 25% of students scored 27 or higher).
Boise Bible College's 2014 25th-75th percentile SAT Math Scores are 410-560, meaning 25% of students scored 410 or lower on the Math portion of the SAT, and 75% of students scored 560 or lower (i.e. 25% of students scored 560 or higher).
Mary Washington's 2014 25th-75th percentile SAT Math Scores are 510-600, meaning 25% of students scored 510 or lower on the Math portion of the SAT, and 75% of students scored 600 or lower (i.e. 25% of students scored 600 or higher).