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Chapter 9

Chapter 9. Intelligence and its proxy measure: In theory and in practice. National intelligence and national well-being (e.g. productivity). In theory we refuse to let IQ dominate our agenda; we cannot take it too seriously, but in practice we take it seriously.

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Chapter 9

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  1. Chapter 9 Intelligence and its proxy measure: In theory and in practice

  2. National intelligence and national well-being (e.g. productivity) • In theory we refuse to let IQ dominate our agenda; we cannot take it too seriously, but in practice we take it seriously. • National intelligence is considered a crucial predictor of national wealth (Rindermann, 2008). Hanushek and Woessmann (2008) concluded that the cognitive skills of the population are strongly associated with individual earnings and economic growth.

  3. International test scores as a proxy measure of national IQ • Lynn and Mikk (2007) found that the Trends in International Mathematics and Science Studies (TIMSS) test scores for 8th graders and GDP per capita had a moderate correlation (0.55) whereas national IQ estimates and GDP per capita were correlated at 0.62. • Hunt and Wittmann (2008) found that the Program for International Student Assessment (PISA) test scores provides an even better prediction of national wealth than TIMSS.

  4. IQ, PISA, and wealth • If all 30 members of the OECD raise their average scores on PISA by 25 points, in the next 20 years it would lead to an aggregate gain of $115 trillion in GDP over the lifetime of the generation born in 2010. • For the US a modest improvement in PISA could result in $41 trillion gain in US’s GDP over 80 years. • In 2011 President Obama and Secretary advocated for the American Recovery and Reinvestment Act (West, 2011).

  5. Martin Caroy and Richard Rothstein (2013): Disadvantaged students are oversampled in the US. • David Berliner: If we remove the US students from the lowest SES, the US students are the best in PISA.

  6. Contrary to the popular belief that Asian students are good at memorization and rote learning rather than problem solving, these Asian countries/regions had the highest percentages of students reaching the Advanced International Benchmark for science, which indicates competency in the most complex topics and reasoning skills. • At Grade 4, Singapore and Chinese Taipei had 36 and 19 percent of their students, respectively, achieving at or above the benchmark. • At Grade 8, Singapore and Taiwan had 32 and 25 percent of their students, respectively, meeting at or exceeding the benchmark. The medians of reaching this benchmark were 7 percent at Grade 4 and 3 percent at Grade 8.

  7. USSR is gone! • Ravitch said, “The Soviet Union launched its Sputnik satellite in 1957. We did not respond by raising our test scores on international assessments… something is wrong with those international assessments, if our allegedly terrible public schools continue to produce the greatest workers, thinkers, leaders, and innovators that created the greatest economy in the world. The Soviet Union is gone, but we are still here!”

  8. USSR is gone, but competitors are everywhere now! • In 2003, of the 21.6 million scientists and engineers in the US, 16% (3,352,000) were immigrants (Kannankutty & Burrelli, 2007). • In the same year, foreign-born doctorate holders represented approximately 50% of the workforce in engineering and computer science, and 37% and 43% of the workers in the physical sciences and mathematics, respectively (National Science Board, 2010).

  9. Graduate degrees • National Science Foundation reported that in 2006 foreign students earned about 36.2% of the doctoral degrees in the sciences and about 63.6% of the doctoral degrees in engineering. At the postdoctoral level, 56% in engineering are foreign doctorate holders, 50% in mathematics, and 42% in physical sciences (Salzman & Lowell, 2008).

  10. National Foundation for American Policy: 2010 figures

  11. Nobel prizes • Between 1950 and 2005, 27 of the 87 American Nobel Prize winners were born outside the US (Vilcek & Cronstein, 2006). • Counting from 1990, about half of the US Nobel laureates in the scientific and technical disciplines were foreign-born.

  12. For more information, please read (optional): • Yu, C. H., Wu, F. S., & Magan, C. (in press). Identifying crucial and malleable factors of successful science learning from the 2012 PISA. In Myint Swe Khine (Ed.), Science Education in East Asia: Pedagogical Innovations and Best Practices. • Yu, C. H. (2012). Beyond Gross National Product: An exploratory study of the relationship between Program for International Student Assessment Scores and well-being indices. Review of European Studies, 4. doi:10.5539/res.v4n5p119 Retrieved from http://www.ccsenet.org/journal/index.php/res/article/view/20478/14159

  13. For more information, please read (optional): • Yu, C. H. (2012). Examining the relationships among academic self-concept, instrumental motivation, and TIMSS 2007 science scores: A cross-cultural comparison of five East Asian countries/regions and the United States. Educational Research and Evaluation, 18, 713-731. DOI:10.1080/13803611.2012.718511. Retrieved from http://www.tandfonline.com/doi/full/10.1080/13803611.2012.718511 • Yu, C. H., Kaprolet, C., Jannasch-Pennell, A., & DiGangi, S. (2012). A data mining approach to compare American and Canadian Grade 10 students in PISA 2006 Science test performance. Journal of Data Science, 10, 441-464. Retrieved from http://www.jds-online.com/file_download/362/JDS-1064.pdf • Yu, C. H., DiGangi, S., & Jannasch-Pennell, A. (2012). A time-lag analysis of the relationships among PISA scores, scientific research publication, and economic performance. Social Indicators Research, 107, 317-330. doi: 10.1007/s11205-011-9850-5.

  14. Assignment • Submit a short paper (3-5 pages: excluding references, double-space, 12-point font, APA style) to discuss one or more of the following topics. Please include at least two scholarly references. Websites can be cited if they are developed by credible organizations or individuals (e.g. NEAP, OECD, UCLA, online journals…etc.). It is an opinion-based paper and thus you don’t have to conduct an extensive literature review. The paper will not be graded if there are more than four errors (typos, grammar, spellings, or APA format). You can work individually or form a small group (3-5 people) • Is it psychometrically sound to use PISA and TIMSS as a proxy measure of national IQ? • Is the performance gap indicated by PISA or/and TIMSS a “sputnik moment” or just a “manufactured crisis”? • What lessons can we learn from PISA and TIMSS?

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