Abstract
Arthur Jensen argues that the failure of recent compensatory education efforts to produce lasting effects on children's IQ and achievement suggests that the premises on which these efforts have been based should be reexamined.
Keywords
Intelligence quotientAcademic achievementPsychologyCompensatory educationDevelopmental psychologyMathematics educationPolitical scienceCognitionProgram evaluation
Related Publications
Classrooms: Goals, structures, and student motivation.
This article examines the classroom learning environment in relation to achievement goal theory of motivation. Classroom structures are described in terms of how they make diffe...
Self‐Report Measures of Intelligence: Are They Useful as Proxy IQ Tests?
Correlations between single‐item self‐reports of intelligence and IQ scores are rather low (.20–.25) in college samples. The literature suggested that self‐reports could be impr...
Twins Early Development Study (TEDS): A Multivariate, Longitudinal Genetic Investigation of Language, Cognition and Behavior Problems in Childhood
The Twins Early Development Study (TEDS) focuses on the early development of the three most common psychological problems in childhood: communication disorders, mild mental impa...
Improving Students’ Learning With Effective Learning Techniques
Many students are being left behind by an educational system that some people believe is in crisis. Improving educational outcomes will require efforts on many fronts, but a cen...
Publication Info
- Year
- 1969
- Type
- article
- Volume
- 39
- Issue
- 1
- Pages
- 1-123
- Citations
- 2893
- Access
- Closed
External Links
Social Impact
Altmetric
PlumX Metrics
Social media, news, blog, policy document mentions
Citation Metrics
2893
OpenAlex
Cite This
Arthur R. Jensen
(1969).
How Much Can We Boost IQ and Scholastic Achievement.
Harvard Educational Review
, 39
(1)
, 1-123.
https://doi.org/10.17763/haer.39.1.l3u15956627424k7
Identifiers
- DOI
- 10.17763/haer.39.1.l3u15956627424k7