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National IQs predict differences in scholastic achievement in 67 countries
Richard Lynn1, Gerhard Meisenberg, Jaan Mikk
1University of Ulster, Coleraine, Northern Ireland.
Journal of Biosocial Science
|March 27, 2007
Summary
National IQs strongly correlate with 8th-grade math and science achievement across 67 countries. Higher national IQs appear to amplify educational achievement differences, suggesting they measure similar constructs.
Area of Science:
- Psychometrics
- Comparative Education
- International Assessments
Background:
- National IQ data from Lynn & Vanhanen (2002, 2006) provide a basis for cross-national comparisons.
- International assessments of educational achievement offer insights into student performance globally.
Purpose of the Study:
- To examine the relationship between national IQ scores and national educational achievement in mathematics and science.
- To determine if national IQs are a valid measure of cognitive abilities relevant to academic success.
Main Methods:
- Correlational analysis was used to assess the relationship between national IQs and 8th-grade math/science achievement scores.
- Data from 67 countries were analyzed to establish the strength and significance of the association.
Main Results:
- A high positive correlation (0.92) was found between national IQs and national educational achievement.
- National differences in educational achievement were amplified compared to national IQ differences.
- Controlling for national IQ, inverse relationships were observed with political freedom, well-being, income inequality, and GDP, but not public education expenditure.
Conclusions:
- National IQs and educational achievement appear to measure the same underlying construct.
- National IQs are strongly predictive of international differences in student academic performance.
- Public expenditure on education as a percentage of GDP did not significantly predict educational achievement differences when controlling for national IQ.
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