Cognitive Skills, Test Scores, and Social Stratification: The Role of Family and School-Level Resources on Racial/Ethnic Differences in Scores on Standardized Tests (Afqt)

In this paper I ahve shown that scores on the AFQT are a function of family and school level material resources and investments on individual development. The AFQT is not a measure of “intelligence (IQ),” “ability,” or “cognitive skills.” The AFQT is in large part a measure of access to material resources, social investments, and exposure to the values, experiences, and networks of the white upper middle class.