ABSTRACT
Seeing how important Intelligence quotient (IQ) is in education and real life, it is not surprising that many efforts have been made over the years to take underprivileged children, usually blacks, and attempt to raise their IQ, and also their scholastic achievements, by means of special educational help, assistance with living conditions, and in many other ways. In 1946, a great deal of interest was shown in the reports of Bernardine Schmidt who studied the educational, social and vocational development of mentally retarded children. Her subjects were 254 retarded boys and girls between twelve and fourteen years of age, with IQs ranging from 27 to 69. On the final school testing, mean IQs of 83 were reported, which rose to 89 during the after-school period. Improvements in IQ due to cases are clearly not real improvements in intelligence, and vanish once the special teaching is discontinued.
