Raj Chetty's research has raised an intriguing question: how can "lost Einsteins," brilliant children in poor or minority families, be identified and nurtured to reach their full potential? Through researching patent filings in the United States, Chetty and his team discovered that children from families whose incomes are in the top 1 percent of all U.S. household incomes are ten times more likely to become inventors than those from families earning incomes in the lower 50 percent. Chetty's results also show similarly large differences correlated with race and gender. Furthermore, Philippe Aghion and his colleagues conducted similar research in Finland, with much the same results. Not only is this imbalance inequitable, but it also indicates a potential reservoir of talent that could be harnessed to solve some of the pressing problems the world faces.

One answer to this question, standardized intelligence testing, has been sharply criticized over the years as minimizing the importance of creativity, practical intelligence, and character, but it is now emerging as an important component in the identification of these high-ability students. The key to the effective use of intelligence testing, however, is that the tests must be administered universally to all students, not selectively to only those students nominated by their parents. Following the universal administration protocol, a school district in Florida found that the number of lowincome students qualifying for its high-ability education program increased by 180 percent, the number of qualifying Hispanic students increased by 130 percent, and the number of qualifying African American students increased by 80 percent. While the criticisms of standardized intelligence testing should be addressed and other measures of ability should be considered, such a ready, potent tool for identifying brilliant young minds is ignored at our peril.

Consider each of the following choices separately and select all that apply.

Which of the following can be inferred from the passage regarding standardized intelligence testing?

A. Since standardized intelligence testing only measures limited aspects of cognition, it must be replaced as means of identifying highability students.
B. When standardized intelligence testing is administered only to selected groups of students, promising students may be overlooked for high-ability programs.
C. The deficiencies of standardized intelligence testing are less important than the immediate benefits this testing may offer.



Select the sentence in the passage that provides empirical evidence supporting the author's main point.