Christian Party

IAEP

International Assessment of Education Progress

	The percent of Chinese students who correctly answered IAEP math questions was almost twice ours.
	Mozambique's natives' average IAEP Math score of 423 equals zero intelligence.
	The comparison between China and the US is 80 percent versus 40 percent rather than 561 versus 494.
	Correlation between IQ and IAEP is an r-squared of 0.74.

Beaton Gonzalez Crosslink Study

8th Grade Crosslink of IAEP & NAEP

Whites DC 303
Whites, Private Schools in Texas 301
TAIWAN 296.7
KOREA 294.1
White Protestant 290
RUSSIA 287.6
SWITZERLAND 287.5
U.S. Protestant 285
HUNGARY 284.8
North Dakota 281.1
Montana 280.5
U.S. Private Schools 280
FRANCE 278.1
Iowa 278
ITALY 276.3
Nebraska 275.7
Minnesota 275.4
Wisconsin 274.5
CANADA 274
New Hampshire 273.2
SCOTLAND 272.4
Wyoming 272.2
Idaho 271.5
IRELAND 271.4
Oregon 271.4
Connecticut 269.9
New Jersey 269.7
Colorado 267.4
Indiana 267.3
SLOVENIA 267.3
Pennsylvania 266.4
White Catholic 265
Michigan 264.4
Virginia 264.3
Colorado 264.2
Ohio 264
Oklahoma 263.2
SPAIN 261.9
U.S. Public Schools 261.8
Maryland 260.8
New York 260.8
Delaware 260.7
Illinois 260.6
Rhode Island 260
Arizona 259.6
Georgia 258.9
Texas 258.2
Kentucky 257.1
New Mexico 256.4
California 256.3
Arkansas 256.2
West Virginia 255.9
Florida 255.3
Alabama 252.9
Hawaii 251
North Carolina 250.4
Louisiana 246.4
JORDAN 236.1
ISRAEL 235
Wash DC 231.4
S. Africa 225
Mozambique 214.1
S. African Blacks 214
US Blacks 211
DC Blacks 208

Gender Gap? Where?

In 1992, the US participated in the International Assessment of Education Progress (IAEP) and reported that there was no gender gap for our 13 year olds--that both girls and boys scored (a VERY low, but equal) 494. The highest scoring countries had the largest gender gaps, and almost every other country reported large (by 13 year old standards) gender gaps. Not only did Korean boys score 52 points higher than us, but they scored 9 points higher than Korean girls. Swiss boys scored 50 points higher than us and 10 points higher than Swiss girls. French boys in Manitoba scored 25 points higher than us and 6 points higher than their girls. Canadian boys scored 29 points higher than us and 8 points higher than their girls. The gap in Ireland and China 9 points, France and Italy 8 points, Jordan and Mozambique 7 points, Spain 6 points, Slovenia 5 points,and Portugal 3 points.

This should have been an early warning sign that our boys were being short-changed, and by a LARGE margin. How could so many boys in so many other countries not only score so much higher than our boys, but also higher than their own girls, when our boys scored no higher than our girls in the one subject area that all parents know boys excel in?

Algebra

The US did particularly bad in algebra in 1991 IAEP Math, with only 49.2% of our students answering correctly, compared to 70.8% in Korea, 69.2% in Taiwan, 62.7% in Switzerland, 71.9% in Russia, 69.8% in Hungary, 57% in France, 64.7% in Israel, 52.7% in Canada, 52.8% in Scotland, 55.6% in Ireland, 51.8% in Slovenia, 52.6% in Spain, 82.4% in China, 54% in England, 52.6% in Italy, 43.1% in Portugal, 32.3% in Brazil, and 20.5% in Mozambique.

When the algebra skills of our children are better than only Portugal, Brazil, and Mozambique, you know there are serious long term consequences.

Country	8th Grade Crosslink of IAEP & NAEP	IQ per Prof. Lynn	IQ adjusted	Amount Adjusted	IQ adjusted + state & country estimates	Amount Adjusted

Whites DC	303				110
Whites Private Texas	301				109
TAIWAN	296.7	107	107	0	107	0
KOREA	294.1	106	106	0	106	0
White Protestant	290				105
RUSSIA	287.6				103
SWITZERLAND	287.5	101	103	2	103	2
U.S.Protestant	285				102
HUNGARY	284.8	99	102	3	102	3
NorthDakota	281.1		100		100
Montana	280.5				100
U.S.Private Schools	280				100
FRANCE	278.1	98	99	1	99	1
Iowa	278				99
ITALY	276.3				98
Nebraska	275.7				98
Minnesota	275.4				98
Wisconsin	274.5				98
CANADA	274	97	97	0	97	0
NewHampshire	273.2				97
SCOTLAND	272.4				97
Wyoming	272.2				97
Idaho	271.5				97
IRELAND	271.4	93	96	3	97	4
Oregon	271.4				96
Connecticut	269.9				96
NewJersey	269.7				95
Colorado	267.4				95
Indiana	267.3				95
SLOVENIA	267.3	95	94	-1	94	-1
Pennsylvania	266.4		93.5		93.5	93.5
White Catholic	265				93
Michigan	264.4				93
Virginia	264.3				93
Colorado	264.2				93
Ohio	264				93
Oklahoma	263.2				93
SPAIN	261.9	99	92	-7	92	-7
U.S.Public	261.8	96	92	-4	92	-4
Maryland	260.8				92
New York	260.8				92
Delaware	260.7				92
Illinois	260.6				92
Rhode Island	260		91	91	91	91
Arizona	259.6				91
Georgia	258.9				91
Texas	258.2				90
Kentucky	257.1				90
New Mexico	256.4				90
California	256.3				90
Arkansas	256.2				90
West Virginia	255.9				90
Florida	255.3				89
Alabama	252.9				89
Hawaii	251				88
North Carolina	250.4				87
Louisiana	246.4				85
JORDAN	236.1	87	80	-7	81	-6
ISRAEL	235	94			80	-14
Wash DC	231.4	77.2	78	0.8	78	0.8
S. Africa	225	72	75	3	76	4
Mozambique	214.1	72	70	-2	70	-2
S. African Blacks	214				70	70
US Blacks	211	69	68.5	-0.5	69	0
DC Blacks	208				68
Diff Min to Max	88.7				39

pisa2006readingmath.xlsx

Country

Lynn IQ

IAEP reading

IAEP IQ Adjustment

Pisa 2006

Pisa IQ

IAEP IQ

PISA Adjustment

TIMSS 8th gr. 2003

TIMSS IQ

TIMSS Adjustment

Lynn IQ

TIMSS 12th

IAEP

Partners

Hotel Worker Salary

a.. Hong Kong	107	536	1	549	107	108	0	586	105	-2	107		545	Chinese Taipei	549
o.. New Zealand	100	521	0	522	104	100	4	494	96	-4	100	522		Finland	548	1132
v.. Australia	98	513	0	520	104	98	6	505	97	-1	98	522		Hong Kong-China	547	1826
i.. Netherlands	102	507	0	531	105	102	3	536	100	-2	102	560		Korea	547	1910
m.. Belgium	100	501	0	520	103	100	3	537	100	0	100			Netherlands	531	1544
ad.. Estonia	97	501	0	515	103	97	6		97		97			Switzerland	530
l.. Switzerland	101	499	5	530	105	106	4		101		101	540	539	Canada	527	2404
be.. Greece	92	460	0	459	96	92	4		92		92			Macao-China	525	727
bl.. Turkey	90	447	0	424	91	90	1		90		90			Liechtenstein	525
as.. Israel	94	439	-5	442	94	89	0	466*	92	-2	94		476	Japan	523	748
bx.. Mexico	87	410	0	406	89	87	2		87		87			New Zealand	522	292
b.. Korea, South	106	556	1	547	107	107	1	589	106	0	106		542	Belgium	520	1412
ab.. Canada	97	527	2	527	104	99	7		97		97	446	513	Australia	520
ay.. Ireland	93	517	0	501	101	93	8		93		93
s.. Poland	99	508	0	495	100	99	1		99		99			Estonia	515	326
k.. Sweden	101	507	0	502	101	101	0	499	97	-4	101	552		Denmark	513	1307
c.. Japan	105	498	0	523	104	105	-1	537	101	-4	105			Czech Republic	510	1137
g.. Germany	102	495	0	504	102	102	0		102		102	495		Iceland	506
q.. United Kingdom	100	495	-1	495	100	99	0		100		100		511	Austria	505	1803
u.. France	98	488	3	496	100	101	2		98		98	523	519	Slovenia	504	1120
z.. Norway	98	484	0	490	100	98	2	461	93	-5	98	528		Germany	504	2639
r.. Hungary	99	482	0	491	99	99	0	529	99	0	99	483		Sweden	502
j.. Luxembourg	101	479	0	490	100	101	-1		101		101			Ireland	501
af.. Latvia	97	479	0	486	100	97	3	505	97	0	97			OECD average	498
aq.. Portugal	95	472	-4	466	96	91	1		95		95		483	France	496	700
ag.. Lithuania	97	470	0	486	99	97	2	502	97	0	97	469		United Kingdom	495	200
h.. Italy	102	469	0	462	96	102	-6	484	96	-6	102	476		Poland	495	1272
t.. Spain	99	461	-5	480	99	94	0		99		99		495	Slovak Republic	492	1382
av.. Chile	93	442	0	411	90	93	-3	387	85	-8	93			Hungary	491
aj.. Russia	96	440	8	476	98	104	2	508	98	2	96	471	533	Luxembourg	490
bh.. Thailand	91	417	0	417	91	91	0		91		91			Norway	490	128
am.. Uruguay	96	413	0	427	92	96	-4		96		96			Lithuania	486
aw.. Bulgaria	93	402	0	413	90	93	-3	476	94	1	93			Latvia	486
bv.. Jordan	87	401	0	384	87	87	0	424	89	2	87			OECD total	484
at.. Romania	94	396	0	415	90	94	-4	475	94	0	94			Spain	480	131
bn.. Indonesia	89	393	0	391	87	89	-2	411	88	-1	89			Azerbaijan	476
bt.. Brazil	87	393	-6		87	81			87		87		444	Russian Federation	476	148
bq.. Colombia	88	385	0	370	85	88	-3		88		88			United States	474
da.. Tunisia	84	380	0	365	84	84	0	410	88	4	84			Croatia	467
ah.. Argentina	96	374	0	381	86	96	-10		96		96			Portugal	466
bs.. Azerbaijan	87	353	0	476	98	87	11		87		87			Italy	462
ec.. Qatar	78	312	0	318	78	78	0		78		78			Greece	459
bw.. Kyrgyzstan	87	285	0	311	77	87	-10		87		87			Israel	442
ak.. Slovakia	96		0	504	101	96	5	508	98	2	96			Serbia	435	335
Scotland			0					498		0			511	Uruguay	427
aa.. United States	98		-4	474	98	94	0	504	97	-1	98	461	494	Turkey	424
bj.. Croatia	90		0	467	97	90	7		90		90			Thailand	417
d.. Korea, North	105		0		105	105			105		105			Romania	415
e.. Taiwan	104		0		104	104			104		104			Bulgaria	413	1369
f.. Austria	102		0		102	102			102		102	518		Chile	411	1251
n.. China	100		12		100	112			100		100		561	Mexico	406
p.. Singapore	100		0		100	100			100		100			Montenegro	399
w.. Denmark	98		0		98	98			98		98	547		Indonesia	391
x.. Iceland	98		0		98	98			98		98	534		Jordan	384
y.. Mongolia	98		0		98	98			98		98			Argentina	381
ac.. Czech Republic	97		0		97	97			97		97	466		Colombia	370
ae.. Finland	97		0		97	97			97		97			Brazil	370	1814
ai.. Belarus	96		0		96	96			96		96			Tunisia	365
al.. Ukraine	96		0		96	96			96		96			Qatar	318
an.. Vietnam	96		0		96	96			96		96			Kyrgyzstan	311
ao.. Malta	95		0		95	95			95		95
ap.. Moldova	95		0		95	95		460	93	-2	95
ar.. Slovenia	95		2		95	97			95		95	512	504
au.. Armenia	93		0		93	93			93		93
ax.. Georgia	93		0		93	93			93		93
az.. Kazakhstan	93		0		93	93			93		93
ba.. Macedonia	93		0		93	93		435	90	-3	93
bb.. Yugoslavia	93		0		93	93			93		93
bc.. Brunei	92		0		92	92			92		92
bd.. Cyprus	92		0		92	92		459	92	0	92
bf.. Malaysia	92		0		92	92		508	98	6	92
bg.. Costa Rica	91		0		91	91			91		91
bi.. Albania	90		0		90	90			90		90
bk.. Peru	90		0		90	90			90		90
bm.. Cambodia	89		0		89	89			89		89
bo.. Suriname	89		0		89	89			89		89
bp.. Laos	89		0		89	89			89		89
br.. Venezuela	88		0		88	88			88		88
bu.. Iraq	87		0		87	87			87		87
by.. Samoa (Western)	87		0		87	87			87		87
bz.. Syria	87		0		87	87			87		87
ca.. Tajikistan	87		0		87	87			87		87
cb.. Tonga	87		0		87	87			87		87
cc.. Turkmenistan	87		0		87	87			87		87
cd.. Uzbekistan	87		0		87	87			87		87
ce.. Burma (Myanmar)	86		0		86	86			86		86
cf.. Philippines	86		0		86	86		378	84	-2	86					133
cg.. Lebanon	86		0		86	86			86		86
ch.. Bolivia	85		0		85	85			85		85
ci.. Cuba	85		0		85	85			85		85
cj.. Morocco	85		0		85	85			85		85
ck.. Paraguay	85		0		85	85			85		85
cl.. Algeria	84		0		84	84			84		84
cm.. Dominican Republic	84		0		84	84			84		84
cn.. El Salvador	84		0		84	84			84		84
co.. Guyana	84		0		84	84			84		84
cp.. Honduras	84		0		84	84			84		84
cq.. Iran	84		0		84	84		411	88	4	84
cr.. Kiribati	84		0		84	84			84		84
cs.. Libya	84		0		84	84			84		84
ct.. Marshall Islands	84		0		84	84			84		84
cu.. Micronesia	84		0		84	84			84		84
cv.. Nicaragua	84		0		84	84			84		84
cw.. Panama	84		0		84	84			84		84
cx.. Papua New Guinea	84		0		84	84			84		84
cy.. Puerto Rico	84		0		84	84			84		84
cz.. Solomon Islands	84		0		84	84			84		84
db.. Vanuatu	84		0		84	84			84		84
dc.. Afghanistan	83		0		83	83			83		83
dd.. Bahrain	83		0		83	83			83		83
de.. Belize	83		0		83	83			83		83
df.. Egypt	83		0		83	83			83		83
dg.. Kuwait	83		0		83	83			83		83
dh.. Oman	83		0		83	83			83		83
di.. Saudi Arabia	83		0		83	83			83		83
dj.. United Arab Emirates	83		0		83	83			83		83
dk.. Yemen	83		0		83	83			83		83
dl.. Bangladesh	81		0		81	81			81		81
dm.. India	81		0		81	81			81		81
dn.. Maldives	81		0		81	81			81		81
do.. Mauritius	81		0		81	81			81		81
dp.. Pakistan	81		0		81	81			81		81
dq.. Seychelles	81		0		81	81			81		81
dr.. Sri Lanka	81		0		81	81			81		81
ds.. Ecuador	80		0		80	80			80		80
dt.. Trinidad & Tobago	80		0		80	80			80		80
du.. Comoros	79		0		79	79			79		79
dv.. Guatemala	79		0		79	79			79		79
dw.. Madagascar	79		0		79	79			79		79
dx.. Barbados	78		0		78	78			78		78
dy.. Bahamas	78		0		78	78			78		78
dz.. Bhutan	78		0		78	78			78		78
ea.. Cape Verde	78		0		78	78			78		78
eb.. Nepal	78		0		78	78			78		78
ed.. Zambia	77		0		77	77			77		77
ee.. Antigua & Barbuda	75		0		75	75			75		75
ef.. Grenada	75		0		75	75			75		75
eg.. Dominica	75		0		75	75			75		75
eh.. St. Kitts & Nevis	75		0		75	75			75		75
ei.. St. Lucia	75		0		75	75			75		75
ej.. St.Vincent/Grenadines	75		0		75	75			75		75
ek.. Congo (Braz)	73		0		73	73			73		73
Israel Adjusted						73							410
el.. Mauritania	73		0		73	73			73		73
em.. Uganda	73		0		73	73			73		73
en.. Botswana	72		0		72	72			72		72
eo.. Chad	72		0		72	72			72		72
ep.. Haiti	72		0		72	72			72		72
eq.. Jamaica	72		0		72	72			72		72
er.. Kenya	72		0		72	72			72		72
es.. Lesotho	72		0		72	72			72		72
et.. Mosambique	72		4		72	76			72		72		427
eu.. Namibia	72		0		72	72			72		72
ev.. South Africa	72		0		72	72		264	72	0	72	356
ew.. Swaziland	72		0		72	72			72		72
ex.. Sudan	72		0		72	72			72		72
ey.. Tanzania	72		0		72	72			72		72
ez.. Cote d'Ivoire	71		0		71	71			71		71
fa.. Ghana	71		0		71	71			71		71
fb.. Malawi	71		0		71	71			71		71
fc.. Burundi	70		0		70	70			70		70
fd.. Cameroon	70		0		70	70			70		70
fe.. Rwanda	70		0		70	70			70		70
ff.. Angola	69		0		69	69			69		69
fg.. Benin	69		0		69	69			69		69
fh.. Togo	69		0		69	69			69		69
fi.. Central African Rep.	68		0		68	68			68		68
fj.. Djibouti	68		0		68	68			68		68
fk.. Eritrea	68		0		68	68			68		68
fl.. Mali	68		0		68	68			68		68
fm.. Somalia	68		0		68	68			68		68
fn.. Niger	67		0		67	67			67		67
fo.. Nigeria	67		0		67	67			67		67
fp.. Burkina Faso	66		0		66	66			66		66
fq.. Gabon	66		0		66	66			66		66
fr.. Zimbabwe	66		0		66	66			66		66
fs.. Congo (Zaire)	65		0		65	65			65		65
ft.. Gambia	64		0		64	64			64		64
fu.. Liberia	64		0		64	64			64		64
fv.. Senegal	64		0		64	64			64		64
fw.. Sierra Leone	64		0		64	64			64		64
fx.. Ethiopia	63		0		63	63			63		63
fy.. Guinea	63		0		63	63			63		63
fz.. Guinea Bissau	63		0		63	63			63		63
ga.. Sao Tome/Principe	59		0		59	59			59		59
gb.. Equatorial Guinea	59		0		59	59			59		59

										0
	73.91									0
	66.04									0

Mozambique participated in IAEP and got 28.3% correct, compared to 80.2% in China, 55.3% in the US, and 73.4% in Korea. The recent breakdown of scores by race in the US by TIMSS suggests the following to be the racial component of our score of 55.3:

Protestant White 35%, 83.2%
Catholic White 18%, 40.8%
Other 7%, 51.1%
Asian 3%, 76.1%
Hispanic 24%, 38.3%
Black 13%, 29.1%

Blacks in DC 21.5%

Mozambique 28.3%

"The grand total of DC public school funding for 2007-08 is thus $1.216 billion. Divide that by the OSSE’s official enrollment figure of 49,422 students, and you arrive at an estimated total per pupil spending figure of $24,606."
http://www.cato-at-liberty.org/the-real-cost-of-public-schools/

This compares to $5,100 per student in Iowa and North Dakota, and $3,000 per student in Korea and Singapore.

So the MOST pampered student on the universe, the Black student in DC who already costs $24,606 per year to educate, almost FIVE TIMES more than a student in Iowa or Korea, STILL scores 11 NAEP math points lower (at 231) than the AVERAGE American black student, 70 points lower than a nonpublic school student in Texas, and 72 points lower than the AVERAGE White student in the SAME schools in DC (at 303).

What does MOzambique do right for Blacks that DC does wrong for Blacks?

How exactly do American Blacks benefit from this? How do WE benefit from this?

1991 IAEP Math Percent Correct dtab290p.txt
DC Blacks	White Protestant	White Catholic	Other	Asian	Hispanic	Black
	35.00%	18%	7%	3.00%	24.00%	13.00%
21.5	83.2	40.8	51.1	76.1	38.3	29.1
	29	7	4	2	9	4	55.3
	1.46	0.72	0.90	1.33	0.67	0.51	55.3
							0.0


2008 ACT Score DC
DC Blacks	White Protestant	White Catholic	Other	Asian	Hispanic	Black
	35.00%	18%	7%	3.00%	24.00%	13.00%
11.8	31.0	21.0	21.8	25.0	20.6	16.0
	11	4	2	1	5	2	23.9
	1.94	1.31	1.36	1.56	1.29	1.00	55.3
							-31.4

ABUSING SCALED SCORES

The objectivity and amazing integrity of international studies like IAEP, TIMSS, and PISA can be completely undermined with the use of scaled scores in the hands of educrats with an agenda, as the following table illustrates. In 1991, 80.2 of Chinese 13 year olds, 55.3% of ours, and 28.3% of Mzambique's correctly answered the IAEP math problems and received scaled scores of 561, 494, and 427 respectively:

	% correct	IAEP Score	Realistic Comaprison
China	80.2	561	80 percent
US	55.3	494	40 percent
Mozambique	28.3	427	0 percent

What these scaled scores conceal is that IF these were all four part multiple choice questions, then just guessing at the answers would yield 25% correct. So an IAEP score of 427 in a student body in which only 28.3% answered correctly is very close to zero intelligence and math ability. In addition, numerous known test taking strategies could increase the percent correct to 30%, or even more, when guessing at questions to which you know that you don't know the answer.

The following graph shows the linear relationship between scaled scores and the uncorrected percentage correct where each 1% increase in the number of correct answers equals a 2.6 point increase in the scaled score:

iaepscaledscore.jpg (18847 bytes)

The lowest one percentile of students in China, Switzerland, Quebec, and Saskatchewan scored considerably higher than the average Mozambique student. But half of the 95th percentile of Mozambique students correctly answered the questions, suggesting the 4% who're Portuguese (and whose genetic brethren back in Portugal answered 48.3% of the questions correctly and had an IAEP score of 483) and the 2% who're Indians who score slightly higher, at 490), also took this test. This would mean that the IAEP scores of the indigenous niggers was lower than 427:

(.04 x 483) + (.02 x 490) + (.94 x X) = 427

X = actual IAEP score of indigenous niggers = 423

The fact that so many of their cousins in neighboring South Africa scored lower than if they'd just guessed on so many similar math problems gives validity to the report that the lowest one percentile of Mozambique's students answered only 11.5% of the questions correctly. Where the use of scaled scores makes it appear that the comparison between China and Mozambique is 561 vs 427, the actual comparison is 80.2% correct versus 0.0% correct. Where the standard deviation of Mozambique in general is 18, the actual standard deviation of the native population is zero, as their actual performance on the test is less than zero.

Such a racist, invidious, misleading use of scaled scores is unfair both to students who performed well and the students whose complete lack of math skills has been concealed and ignored.

The SAT Math Equivalent (SATME) Based on NAEP:IAEP Crosslink Study

One SATME point equals:

	Two TIMSS Geometry points.
	Two percent correct on Figure 13.
	One third of an IAEP Math point.
	A 1% increase in men teachers.

An average SATME score of 420 equals zero percent correct.

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Table S23 Mathematics proficiency scores for 13-year-olds in countries and public school 8th-grade students in states, calculated using the equi-percentile linking method, according to Beaton and Gonzales, by country (1991) and state (1990) provides the opportunity to create an "SAT Math Equivalent" (SATME) to grade each country based on 12th grade SAT Math score of each state. The IAEP:NAEP curve has a linear correlation with actual NAEP scores of public schools by state of r-squared = 0.9363, which provides confidence in the accuracy of this correlation. But when compared to the NAEP scores of non-public schools by state, r-squared decreases to 0.6583, which raises questions about how accurate the IAEP:NAEP will be with other countries; or with a grade level which represents an age difference of 4-5 years; or with 12th grade TIMSS scores by country; or with the percent of correct answers by country on the TIMSS test subjects for which scores are available.

The problem is an inconsistent deviation between the NAEP scores of public and non-public schools. The difference in states like North Dakota, Iowa, Minnesota, Nebraska, Massachusettes, and Rhode Island is only 6-12 points, but the difference in states like Texas, Georgia, California, and New Mexico is 20-31 points. The reason that all states fall into two distinct classes like this is unclear, but it does explain the poor correlation with Beaton/Gonzales. Since the difference in average math scores between blacks and whites of 28.9 NAEP points is equivalent to 110 SAT Math points, the 31 point difference between the public and non-public schools of Texas is the equivalent of 118 SAT Math points. In other words, the difference in math skills within one state between public and non-public schools is as big as the difference in SAT math scores between engineering and education majors.

The nonpublic schools in California, South Carolina, New Mexico, Massachusetts, New York, Louisiana, and Rhode Island DO score considerably higher than the public schools of their state, they score lower than the public schools in North Dakota, Iowa, Minnesota, Missouri, Montana, and Nebraska:

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Based on this, it would be expected that the NAEP which tests 13 year olds and SAT Math for 12th graders would not show very high correlation, but r-squared with 12th grade SAT Math scores by state is a surprising 0.8483. This demonstrates that *within* the US there is a high consistency between states between these two grade levels. In other words, there is little change in state ranking from 8th to 12th grade in NAEP scores. The SATME is created from a linear extrapolation of the IAEP:NAEP data and assigns an SAT Math score to each country which is linearly proportional to its IAEP score. Taiwan, the highest scoring "state" with an IAEP score of 296.7, is assigned an SATME of 555, and Jordan, the lowest scoring "state" with an IAEP of 236.1, is assigned an SATME of 445. R-squared for SATME and 8th grade TIMSS Math scores by country shows the same low correlation which non-public schools show, or 0.5287. But r-squared between the TIMSS Geometry scores of the 16 countries whose 12th graders participated in TIMSS and their SATME grade is 0.8128, which is equivalent correlation to IAEP:NAEP to TIMSS Geometry (0.8483). This is evidence that SATME is an accurate way to grade the average math skills of students in each participating country.

The international TIMSS study provides the ability to correlate the percent of correct answers by country to each country's TIMSS score, which in turn enables a correlation to be made between the percent of correct answers in TIMSS math and SAT Math scores. As would be expected, there is a close correlation between TIMSS Geometry scores and the percent of correct answers on TIMSS Geometry questions. But there is also a high degree of correlation with probability and statistics questions, and an even higher correlation with calculus questions. This suggests either that geometry is an important foundational skill for advanced math skills, or that those countries whose schools are good at teaching geometry are also good at teaching other math skills.

The average r-squared for the 7 math items which show the highest degree of correlation is 0.6675. You can see from the graphs that SATME predicts the percent of a country's students who can correctly answer Geometry Item J11 to within plus or minus 6.4%, and for Probability & Statistics Item I05 to plus or minus 10%, which is sufficient accuracy for a correlation to SAT Math. The SATME grade crosses zero percent correct at an average of 404 points, and it crosses 20% correct at 437 points. If half of these questions were five-answer multiple choice question, and if half of them require a direct answer, then a student who just guessed at these math questions would receive an SATME grade of 420 points. In other words, these TIMSS questions show that an SAT Math score of 420 is equivalent to zero math knowledge. Each 1% increase in the percent of correct answers raises the SATME grade by an average of 3 points, so the upper limit of the SATME grade at 100% correct is 720 points:

TIMSS 12th Grade Geometry Item #	R-squared	SATME Crosses Zero Percent Correct	SATME Crosses 20% Correct	SATME points per % correct
Geometry I09	0.6602	480	490	0.7
Geometry J08	0.6320	425	450	2
Geometry J11	0.7172	370	400	3
Prob &S I05	0.5700