Negern – sån är han!

Of the African-born population in the United States age 25 and older, 87.9% reported having a high school degree or higher, compared with 78.8% of Asian-born immigrants and 76.8% of European-born immigrants, respectively. Immigrants groups in general tend to have higher high school graduation rates than the native-born general American population.

Africans from Nigeria (89.1 percent), Ghana (85.9 percent), Botswana (84.7 percent), and Malawi (83 percent) were the most likely to report having a high school degree or higher. Those born in Cape Verde (44.8 percent) and Mauritania (60.8 percent) were the least likely to report having completed a high school education.

In Canada, similar trends can be seen where both foreign-born and Canadian-born blacks have graduation rates that exceed those of other Canadians. Similar patterns of educational over-achievement are reached with years of schooling and with data from the 1994 Statistics Canada survey. Black immigrants have a higher standard of educational achievement, on average, than the overall Canadian population.

African immigrants to the U.S. are more highly educated than any other native-born ethnic group including white Americans. Some 48.9 percent of all African immigrants hold a college diploma. This is slightly less than the ., nearly double the rate of native-born white Americans, and nearly four times the rate of native-born African Americans.[9]

In 1997, 19.4 percent of all adult African immigrants in the United States held a graduate degree, compared to 8.1 percent of adult white Americans and 3.8 percent of adult black Americans in the United States, respectively.[10] This information suggests that America has an equally large achievement gap between whites and African/Asian immigrants as it does between white and black Americans.

Of the African-born population in the United States age 25 and older, 87.9% reported having a high school degree or higher,[11] compared with 78.8% of Asian-born immigrants and 76.8% of European-born immigrants, respectively.[12] Immigrants groups in general tend to have higher high school graduation rates than the native-born general American population.

Three studies of racially mixed individuals at first appear to support the
culture-only hypothesis against the genetic hypothesis. Eyferth (1961; Eyferth,
Brandt, & Hawel, 1960) reported IQ data for out-of-wedlock children fathered by
soldiers stationed in Germany after World War II and then reared by White
German mothers. The mean IQs for 83 White children and for 98 racially mixed
children were both about 97 (97.2 for the Whites, 96.5 for the racially mixed). As
Loehlin et al. (1975, pp. 126–128) noted, however, these results are ambiguous
for three reasons. First, the children were still very young when tested. One third
of the children were between 5 and 10 years of age, and two thirds were between
10 and 13 years. As discussed in Section 5 (see Figure 3), behavior genetic studies
show that while family socialization effects on IQ are often strong before puberty,
after puberty they dwindle, sometimes to zero. Second, 20% to 25% of the
“Black” fathers were not African Americans but French North Africans (i.e.,
largely Caucasian or “Whites” as we have defined the terms here). Third, there
was rigorous selection based on IQ score in the U.S. Army at the time, with a
rejection rate for Blacks on the preinduction Army General Classification Test of
about 30%, compared with 3% for Whites (see Davenport, 1946, Tables I and III).

Results
The white children studied averaged an IQ of 97.2, whereas the average of the racially mixed children was 96.5.[5]

Sorted out by sex and race, the average scores obtained were as follows:[6]

Group Boys Girls
White 101 93
Mixed race 97 96

The most useful figure may be the proportion of each ethnic group which has qualifications at or beyond GCE A-level (roughly equivalent to successful High School graduation in the US). In the jargon of education bureaucrats GCE A-level, along with some other qualifications, is described as ‘Level 3’. Beyond this are ‘higher education’ Levels 4 and 5. Levels 4 and 5 include university degrees and diplomas but also professional qualifications such as qualified teacher, nurse, or accountant. The Census gives the percentage of people who claim to have Level 3 or Level 4/5 as their highest qualification, so to identify the proportion who have reached at least Level 3 it is necessary to aggregate the figures in the Census for Levels 3 and 4/5 (still with me?)

So here are the percentages of people aged 25-34 in the main ethnic groups in England and Wales who have achieved (a) at least Level 3 (i.e. Census figures for Levels 3 to 5 combined), or (b) Level 4/5, in rank order:

Ethnic group.....................Level 3 + ............Level 4/5
Chinese............................68.4........... ........63.4
Indian.................................55.7....... ...........48.9
Black African....................55.6..................4 5.4
Black Caribbean..............34.8..................26.1
White British.....................34.4.................. 25.8
Pakistani...........................33.9.......... ........27.7
Bangladeshi......................24.6............. .....18.9
It will be seen that in both columns Chinese, Indian and Black African are in the top three places (in that order), and Bangladeshis at the bottom. For the other groups the rank order varies but the percentages are all quite close together.

The high position of Chinese and Indian people comes as no surprise, but the position of Black Africans (nearly as high as Indians) may be embarrassing to those who believe that Black Africans have an average IQ some two standards deviations below the White norm