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“Page 65: The consistent findings about cognitive ability and job performance that apply most directly to group differences in cognitive ability are these: • Measures of cognitive ability and job performance are always positively correlated. • The size of the correlation goes up as the job becomes more cognitively complex. • Even for low-skill occupations, job experience does not lead to convergence in performance among persons with different cognitive ability. • For intellectually demanding jobs, there is no point at which more cognitive ability doesn’t make a difference. Increases in IQ scores are statistically associated with increases in productivity at every level of cognitive ability.”

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Book:Facing Reality: Two Truths about Race in America
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“Page 67: For jobs that require a college degree, race differences in cognitive ability in the workplace should be minimized by the process of obtaining that college degree. But it hasn’t worked that way since at least the 1970s. Colleges have been complicit in transmitting the mean IQ differences by race in the general population not only through the college pipeline but through the graduate-education pipeline as well.” Page 76: The mean IQs of Africans and Latins increase with each higher category, just as the European means do, but the size of the difference generally keeps pace. In the case of the European–African difference, the size of the difference tends to increase along with IQ, from 1.01 SDs for occupations with European mean IQs under 100 to 1.20 SDs for European mean IQs of 110 or higher.”

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Book:Facing Reality: Two Truths about Race in America
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“Page 321: But after controlling for IQ, the picture reverses. The chance of entering a high-IQ occupation for a black with an IQ of 117 (which was the average IQ of all the people in these occupations in the NLSY sample) was twice the proportion of whites with the same IQ. Latinos with an IQ of 117 had more than a 50% higher chance of entering a high-IQ occupation than whites with the same IQ. This phenomenon applies across a wide range of occupations, as discussed in more detail in Chapter 20.”

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Book:The Bell Curve: Intelligence and Class Structure in American Life
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“Page 42: Whatever the combination of sources of test bias might be, genuine bias against a minority will show up in a way that leaves no room for doubt: It will under-predict the test taker’s performance in the classroom or on the job. Whether predictive validity is the same for different groups can be subjected to rigorous statistical scrutiny, and it has been, repeatedly. The results are unambiguous, whether the thing being predicted is grades in school or performance on the job. The major tests do not under-predict the performance of Africans or Latins.”

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Book:Facing Reality: Two Truths about Race in America
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“Page 67: For jobs that require a college degree, race differences in cognitive ability in the workplace should be minimized by the process of obtaining that college degree. But it hasn’t worked that way since at least the 1970s. Colleges have been complicit in transmitting the mean IQ differences by race in the general population not only through the college pipeline but through the graduate-education pipeline as well.”

IntelligenceAffirmative ActionIq
Book:Facing Reality: Two Truths about Race in America
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“Page 85: Results for the military stand apart from all civilian work settings and occupations. One relevant factor for explaining the military’s success is presumably that each branch has its own minimum score on the Armed Forces Qualification Test required of all recruits. The Army requires a score at the 31st percentile or higher, equivalent to an IQ of 92.6 or more, which is roughly the top half of the African and Latin distributions.”

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Book:Facing Reality: Two Truths about Race in America
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