R and I were discussing whether good schools create high IQs or high IQs create good schools. Or some such. I was directed to a review of a book, which clearly indicates that high IQs come first. They only stay high if the schools support them.
Chinese-American entrants to Berkeley in 1966 had an IQ threshold seven points below their Caucasian classmates. This held true whether the students were born in the United States or in China. Yet by 1980 55 percent of the Chinese members of the 1966 class occupied managerial, professional, or technical occupations compared to only 34 percent of their Caucasian classmates. Flynn attributes this unexpected result (in terms of their lower IQ scores) to a parentally instilled passion for intellectual achievement. He noted that “Chinese Americans are an ethnic group for whom high achievement preceded high IQ rather than the reverse.”
Not surprisingly Chinese Americans in the highly successful class of 1966 provided their own children with an even more enriched cognitive environment than they themselves had enjoyed. Their children, as a result, by age six had a mean IQ nine points above Caucasian students. But as the children matured further, a surprising finding emerged. By age 10 the IQ differential had fallen four points. By age 18 IQ had declined further to only a three-point advantage. The reason for this IQ drop? According to Flynn, “Much of their advantage was lost when school began to dilute parental influence.”