Stanford University produces more research in education than any other institution in the country, according to a new study.
The study ranked the 25 colleges and universities that produced the most education-related research between 1975 and 1981 according to a formula that includes the extent of faculty members’ participation in presentations at the American Educational Research Association’s annual meeting, the number of articles faculty members published in leading education-research journals, and the value of education-research grants and contracts received by the universities from external sources.
The study was conducted by Maurice Eash, professor of urban-education research at the University of Illinois at Chicago. She published a report of her work in the spring issue of the American Educational Research Journal.
“These 25 institutions, from this analysis,” she concluded in her report, “represent a major national research resource in education.”
The reports that the Japanese have higher I.Q.'s than Americans are greatly exaggerated, a New Zealand researcher has concluded.
Writing in the February issue of Nature, a British journal, James R. Flynn says that American children’s I.Q. scores have been rising impressively in recent years--by up to nine points since World War II.
But those gains, Mr. Flynn contends, have been masked by the American practice of regularly updating the figures that represent the average.
Mr. Flynn, a professor of political studies at the University of Otago in New Zealand, rebutted an earlier analysis published in the journal that found Japanese students’ I.Q.'s averaged 11 points higher than those of American students.
The earlier analysis by Richard Lynn, Mr. Flynn contended, was incomplete because it did not include figures from all seven available tests. When all such tests are included, he writes, the difference between the two groups falls to six points.
Mr. Flynn also writes that Americans’ educational progress is more difficult to measure because of the greater ethnic diversity in the U.S., and contends that Mr. Lynn’s analysis wrongly compared 1975 Japanese data with 1972 American data.
When all these factors are taken into account, Mr. Flynn writes, it is clear that “Americans [are] making I.Q. gains at a most impressive rate.”
