Yesterday, I posted about the Dallas Federal Reserve Bank's study, The Changing Face of Texas: Population Projections and Implications in which the Dallas Fed comes to the conclusion that
For the Texas economy to remain robust, it is essential that the state’s education system make progress on at least two fronts: (1) investing in resources to improve overall student achievement, and (2) developing programs that help bridge the educational attainment gap between racial and ethnic groups.
The equity theme here has two components. One is that the prime objective of educational policy is to eliminate the "achievement gap"--the gap between what's learned in school by disadvantaged kids and what's learned by middle- and upper-class kids. The other element is the notion that the U.S. would be much better off if only we devoted more resources to the education sector. . . . What's so strange about all this? Just one little thing: It is not possible to close the achievement gap. The mission statement is a summons to a fool's errand. The reason that the gap will never be eliminated is that intelligence rises with socioeconomic status. Estimated correlations between social class and IQ range from 0.3 to 0.7 (on a scale where 0 means no connection and 1 describes two variables marching in lockstep). Those figures tell us that the poor and disadvantaged have less cognitive ability than those from higher-status families. Cognitive ability predicts scores on achievement tests.
Contrast this fatalistic attitude with these prior posts here and here and the immutable conclusion is this -- if Forbes is right, Texas a doomed state. However, I cannot come to that conclusion. On the contrary, I believe the prior posted studies clearly demonstrate the immediate need to ensure success for all students today, regardless of the student's current economic or social background.