Mean IQ differences and reducing disproportionate representation of African Americans in gifted education

Intelligence test scores remain central to determinations of giftedness in school-age children despite proposals to reduce their importance. Historically, some minority groups obtained the lowest mean standard scores on intelligence tests. In this paper, previously published research data are analyzed to illustrate how by virtue of the size of the mean IQ differences among ethnic minority groups, specific intelligence tests differentially influence the disproportionate placement of ethnic minorities in gifted education programs. Although intelligence tests are not statistically biased against minorities, given similar psychometric properties, an intelligence test with better consequential validity will show a smaller disparate mean between relevant subgroups.