Are Black Americans Idiots?

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Summary: Racial differences in average IQ scores across major U.S. and global populations show East Asians averaging around 106, Whites at 100, Hispanics/Latinos between 85 and 95, and Blacks at approximately 85 in the United States (and lower in sub-Saharan Africa). These gaps reflect substantial genetic contributions rather than environmental or socioeconomic factors, drawing on evidence from transracial adoption studies, generational patterns, mixed-ancestry populations, and the stability of differences despite controls for poverty or education.

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Black Americans aren't stupid, we're told. They're merely victims of a socioeconomic system of poverty that is rooted in slavery and [white] racism that is transgenerational.

Granted, there are brilliant black Americans. Supreme Court Justice Clarence Thomas comes to mind as does Carol Swain and, forgive me, Eric Holder. But, in the aggregate, statistics prove blacks lag behind other people groups intellectually.

When Marxism pretends that poverty is not an expression of intellectual disparity, it is effectively claiming that the disease caused the virus. Correctly understood, intelligence determines income levels, not vice versa.

It is ubiquitous. Wherever blacks are found in large numbers, they are observably lagging behind intellectually and, consequently, economically.

Educational Outcomes

In the United States, educational outcomes vary significantly across racial and ethnic lines, with persistent gaps in test scores, graduation rates, and degree attainment. These differences affect Black, White, Hispanic or Latino, and Asian students—including those of East Asian descent—in distinct ways. While some groups have shown progress over time, others continue to lag behind. And, again, Marxists place the blame on a blend of socioeconomic, cultural, and systemic factors.

An Examination of IQ Differences

Intelligence, often measured through IQ tests, has long been a subject of study in psychology and social sciences. While individual variation is vast within any group, average IQ scores differ notably across racial and ethnic populations in the United States and globally. Data consistently show that individuals of East Asian descent tend to score highest, followed by Whites, Hispanics or Latinos, and Blacks scoring the lowest on average.

This pattern raises questions about underlying causes, with evidence pointing toward a combination of genetic and environmental factors contributing to these disparities. In particular, the lower average IQ among Black populations compared to other groups supports the argument that, on a population level, Blacks exhibit lower cognitive abilities as assessed by standardized intelligence metrics.

Patterns in Global and U.S. IQ Scores

Research spanning decades reveals a clear hierarchy in average IQ scores by racial group. East Asians, including those from countries like China, Japan, and Korea, typically average around 106 on IQ tests. Whites, primarily of European descent, score about 100, which is often set as the baseline for these assessments. Hispanics or Latinos, a diverse group encompassing various ancestries, generally score between 85 and 95, depending on generational status and specific subgroups. Blacks, whether in the United States or sub-Saharan Africa, average approximately 85 in the U.S. and as low as 70 in Africa.

The woke left provides an explanation: IQ doesn't exist. In reality, IQ disparities invalidate the Marxist notion that social class differences are attributed to the material conditions of production, historical processes of class struggle, and the exploitative relations between the bourgeoisie (capital-owning class) and the proletariat (working class), rather than innate individual abilities, biological differences, or cultural deficiencies.

Simply stated, IQ differences invalidate Marxist theory. So, they deal with it by denying it.

These differences are not isolated to one type of test but appear across various measures of cognitive ability, including those emphasizing general intelligence (g-factor), which is considered the core of IQ. For instance, the gap between Blacks and Whites in the U.S. is about 15 points, or one standard deviation, and this persists even after controlling for socioeconomic variables in some studies. East Asians outperform Whites by roughly 6 points, while Hispanics show a gap of about 0.5 to 1 standard deviation below Whites, narrowing with successive generations in the U.S.

Adoption studies

Adoption studies further illuminate these trends. In transracial adoption scenarios, where children of different races are raised in similar White middle-class environments, IQ differences align with racial origins. East Asian adoptees often exceed the White average, multiracial children score intermediately, and Black adoptees score below Whites, suggesting an inherent component to these disparities. The Minnesota Transracial Adoption Study, for example, found Black children averaging 89 at age 17, compared to 106 for Whites and 99 for mixed-race children.

Generational and Immigrant Trends

Immigrant generations provide additional insight. First-generation Hispanics and Blacks often score lower than later generations, but even third-generation Blacks maintain a gap of about 1 standard deviation below third-generation Whites. Hispanics show improvement across generations, with third-generation individuals closing the gap to about 0.57 standard deviations below Whites. Asians, conversely, may start slightly below or equal to Whites but surpass them in later generations. This convergence for some groups but persistence for Blacks underscores that environmental assimilation alone does not eliminate the Black disadvantage.

In mixed-race populations, such as South Africa's "Colored" group (of mixed African and European ancestry), average IQs fall intermediate at around 85, between the African 70 and White 100. Such intermediary scores in admixed populations support a genetic influence on IQ differences.

Evidence for Genetic Contributions

While environmental factors like education quality, nutrition, and socioeconomic status play roles—IQ scores have risen globally over time due to better conditions (the Flynn effect)—the stability of racial gaps suggests genetics are involved. Heritability of IQ within White populations is estimated at 60%, and similar patterns hold across groups. The fact that gaps widen on tests most loaded with the g-factor, and that they appear early in life before extensive environmental divergence, points to biological underpinnings.

Critics argue cultural bias in tests explains the disparities, but IQ tests developed in Euro-American contexts still show East Asians outperforming Whites, undermining this claim. Moreover, the gaps predict real-world outcomes like academic achievement and occupational success consistently across groups.

Implications

These intellectual disparities, with Blacks consistently scoring below Whites, East Asians, and Hispanics on average, imply that population-level differences in cognitive ability contribute to broader societal gaps in education, income, and other areas. As noted above, disparities are not deterministic for individuals—many Blacks excel beyond group averages—the trends argue against purely environmental explanations. Genetic research continues to explore these differences, though the topic remains contentious due to historical misuse.

Addressing these disparities requires acknowledging both nurture and nature, focusing on interventions that maximize potential for all. However, the data compel the conclusion that, on average, Black populations demonstrate lower intelligence as measured by IQ compared to the other groups examined.

The ultimate IQ test is real-life outcomes. Disparate impact is caused by disparate intelligence. When driving through American metropolitan areas, the xUrbs are seen to be untainted with section-8 housing projects, allowing passengers to view communities built by high-IQ white people. The suburban areas still reflect above-average lives reflecting above-average intellects of those who live there, particularly communities sequestered behind gated walls. Driving through middle-class neighborhoods, passengers witness dwellings occupied by those with moderate IQs. Distressed neighborhoods are unkept with boarded structures that once were opulent buildings, signaling a part of town where the least intelligent call home.

The solution

The solution to intellectual disparities by race can be found in two words: ethical eugenics. That is, encouraging intelligent people to procreate and discouraging stupid people to procreate. (Apologies—I couldn’t find a fitting alternative to 'stupid'.)

The far left despises eugenics with the same fervor it shows toward IQ itself. To express its disgust for eugenics, the far left reminds us of unethical practices that were utilized in the past, such as rendering undesirable people incapable of reproducing. But, as Kamala Harris famously said, "I can imagine what can be, unburdened by what has been."

That's the end of my article. But, I couldn't resist reviewing real-world outcomes. So, consider the following an addendum.

Standardized Test Performance

National standardized tests, such as the National Assessment of Educational Progress (NAEP), provide a clear picture of achievement gaps in core subjects like reading and mathematics.

In recent years, Asian students have consistently outperformed their peers, often scoring higher than White students, particularly in math. For instance, Asian non-English language learner (non-ELL) students scored about 0.17 standard deviations higher than White students in eighth-grade math in 2013, with gaps widening among higher-performing students. Black and Hispanic students, meanwhile, tend to score lower than White students. In the same period, Black eighth-graders scored 0.71 standard deviations below Whites in math and 0.55 below in reading, while Hispanic non-ELL students were 0.30 below in math and 0.27 in reading.

These disparities persist into recent assessments. The 2024 NAEP results indicate that Black and Latino fourth- and eighth-graders continue to score below their White counterparts, though some gains were noted in math for Black and economically disadvantaged students. Scores for Latino eighth-graders declined slightly, exacerbating the gap. Asian students, who are often grouped together in data but include a high proportion of East Asian heritage individuals, maintain an edge over Whites, reflecting trends where Asian students pull ahead in both math and reading over time.

High School Completion and Access to Advanced Courses

High school graduation rates also show clear divides. In the 2021-2022 school year, Asian/Pacific Islander students achieved a 94% graduation rate, followed by Whites at 90%, Hispanics at 83%, and Blacks at 81%. American Indian/Alaska Native students had the lowest rate at 74%. Among young adults aged 25-29 in 2022, high school completion rates were highest for Asians at 99%, then Whites at 97%, Blacks at 95%, and Hispanics at 88%.

Access to rigorous coursework further highlights inequalities. Black students are less likely to have opportunities for college-preparatory classes; in 2011-2012, only 57% had access to a full range of math and science courses, compared to 81% of Asian American students and 71% of Whites. Even when available, Black and Latino students are underrepresented in Advanced Placement (AP) courses, making up 38% of students in AP-offering schools but only 29% of enrollees. East Asian students, as part of the broader Asian category, benefit from higher enrollment in these programs, contributing to their stronger performance.

Higher Education Attainment

Disparities extend into postsecondary education. Among adults aged 25 and older in 2022, 33.1% of Asians and 26.1% of Whites held a bachelor's degree as their highest attainment, compared to 17.3% of Blacks, 14.5% of Hispanics, and 12.8% of American Indian/Alaska Natives. For young adults (25-29), bachelor's or higher degree rates in 2022 were 72% for Asians, 45% for Whites, 28% for Blacks, and 25% for Hispanics.

Completion rates at four-year institutions show similar patterns. In 2021, Asian students had an 86.5% six-year bachelor's completion rate at research-intensive universities, while Black students completed at 69.2%. Black, Hispanic, and Native students earn a larger share of associate degrees and certificates, with bachelor's degrees more commonly awarded to Asians (61.8%) and Whites (56.6%). Over the past two decades, attainment has risen for all groups, but gaps have widened between Asians/Whites and Blacks/Hispanics.

Mississippi's Miracle

Mississippi's well-documented "reading miracle" or literacy turnaround, driven primarily by the Literacy-Based Promotion Act (LBPA), which was signed into law in 2013 under then-Governor Phil Bryant. Key elements of the policy:

A comprehensive early literacy focus on kindergarten through third grade (K–3).

Emphasis on evidence-based, structured phonics instruction (often called the "science of reading") over contextual guessing or "whole language" approaches.

Mandatory screening and targeted interventions for struggling readers starting early.

A "reading gate" or third-grade proficiency requirement: Students must demonstrate grade-level reading skills on a state assessment to advance to fourth grade, with retention applied to a small percentage who do not meet the benchmark (after multiple testing opportunities, summer camps, and intensive support).

Significant investment in teacher training and professional development to implement these shifts.

Before 2013, Mississippi ranked near the bottom nationally (often 49th or 50th) in fourth-grade reading on the National Assessment of Educational Progress (NAEP). Following the LBPA and related reforms, the state saw dramatic gains—rising to the top 20 or higher in many metrics, with fourth-grade reading scores improving steadily over the decade. This approach has been widely studied and emulated by other Southern states like Louisiana and Alabama, which adopted similar phonics-focused and retention policies in later years.The passage's description aligns precisely with Mississippi's reforms, not those of another Southern state starting around 2013.

Rapid advancements in AI capabilities are poised to accelerate dramatically, potentially leading to widespread job displacement across industries far sooner than anticipated. I recall, for example, paying proof readers $25 per hour when average wages were about $7.

The need for a low intelligent workforce is diminishing as digitized equipment can do everything from farming to mowing grass with the precision of advanced GPS. That makes us wonder at the futility of opening borders to millions of low-IQ aliens with little to do than engage in fraud and vote for leftists.

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