Yes, but not today as I'm tired and can't brain. I am at a christening tomorrow after which I am going to be really tired. I also have appointments Monday and Tuesday. It might take me several days to get back to you. Remind me at <username> @ gmail if I don't.
To help me write an answer that helps you, can you tell me a bit more about where you come from in the meantime?
In the battle between Righteousness and empirical studies, I am firmly in the latter camp. I hope you are, too.
From what I gather on education the work of an individual teacher is the far most important factor when comparing outcomes. I.e. if one compares "average" student bodies with varying backgrounds within the same cultural contexts and one is taught by an encouraging teacher and the other by a non-engaging and non-encouraging type I would bet the former group would usually provide better learning results. I fail to see how IQ measurements would help in this when the key to is to get teachers to be engaged and encouraging - and, non-discriminating.
From this point of view there seems to be little value in using any "population average IQ" scores to guide educational policies when the best approach is always to empower the individual teacher to be empowering and encouraging. The corollary to this view that massive government control of teaching through massive testing etc. is kinda pointless beyond setting certain national targets for the minimum body of knowledge to teach. And, that the quality of the teachers is the most important deciding factor.
Extremely low IQ that would warrant special assistance is another thing entirely, of course.
