IQ is, appropriately, being questioned as a measure of intelligence  
and especially learning or achievement potential. IQ tests are  
culturally biased towards the kinds of cognitive tasks that Western  
Europeans take as standards. Some of the content is also culturally  
biased, if the IQ test I took about ten years ago is representative.

"The Bell Curve" is not only political, it is racist, suggesting that  
African Americans are genetically predisposed to low IQ.

I haven't been following this discussion, so I don't know the context  
of the argument that one shouldn't explain or one shouldn't group  
more-proficient with less-proficient students. A good teacher  
monitors group work and mixes up groups to make sure that the  
stronger students do not always do all the work. I find nothing wrong  
with stronger students "tutoring" weaker ones, as this fosters  
explanation skills, tolerance, and sociability, and gives the  
stronger students something to do if they solve a problem quickly.

As to all students achieving, there will be students whose talents  
lie elsewhere in any subject. We teach to a level that is challenging  
but accessible to the average student, but include tasks and material  
to keep students at both higher and lower levels motivated. We can't  
always motivate or teach to all groups; children must learn that the  
world will not always cater to their individual needs, and that  
patience, tolerance, and the ability to occupy their minds  
independently are necessary tasks for life. I learned a lot about the  
structure of ball-point pens while waiting for my weaker classmates  
to struggle through their turn at reading chapters out of the  
geography book; I also read ahead and made up homework time!

In an ideal world, schools would have programs for gifted students  
and aid for weaker students. The prevalence of after-school programs  
is also an ideal (but no doubt underfunded) venue for such programs.

CA class materials include supplements for stronger and weaker  
students. I know that many teachers have such large classes and tight  
curricular schedules that they can't always use such materials to  
full advantage. But at least they're there, and I assume many other  
states use similar materials.

May I politely suggest to DD Farms that he think twice about using  
such words as "dummies" and "nublie chicks". I don't mean to be the  
thought or language police, but I have no doubt that such terms will  
offend some listers and may lead people to make assumptions (whether  
accurate or false) about DD's disposition towards certain social groups.

Dr. Johanna Rubba, Ph. D.
Associate Professor, Linguistics
Linguistics Minor Advisor
English Dept.
Cal Poly State University San Luis Obispo
San Luis Obispo, CA 93407
Ofc. tel. : 805-756-2184
Dept. tel.: 805-756-2596
Dept. fax: 805-756-6374
E-mail: [log in to unmask]
URL: cla.calpoly.edu/~jrubba

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