James Thompson explores migrant competence:
Europe is experiencing enormous inflows of people from Africa and the Middle East, and in the midst of conflicting rhetoric, of strong emotions and of a European leadership broadly in favour of taking more migrants (and sometimes competing to do so) one meme keeps surfacing: that European Jews are the appropriate exemplars of migrant competence and achievements.
European history in the 20th Century shows why present-day governments feel profound shame at their predecessors having spurned European Jews fleeing Nazi Germany. However, there are strong reasons for believing that European Jews are brighter than Europeans, and have greater intellectual and professional achievements. There may be cognitive elites elsewhere, but they have yet to reveal themselves. Expectations based on Jewish successes are unlikely to be repeated.
I am old enough to know that political decisions are not based on facts, but on presumed political advantages. The calculation of those leaders who favour immigration seems to be that the newcomers will bring net benefits, plus the gratitude and votes of those migrants, plus the admiration of some of the locals for policies which are presented as being acts of generosity, thus making some locals feel good about themselves for their altruism. One major ingredient of the leadership’s welcome to migrants is the belief that they will quickly adapt to the host country, and become long term net contributors to society. Is this true?
With Heiner Rindermann he analyzed the gaps, possible causes, and impact of The Cognitive Competences of Immigrant and Native Students across the World:
In Finland the natives had reading scores of 538, first-generation immigrants only 449, second-generation 493. The original first-generation difference of 89 points was equivalent to around 2–3 school years of progress, the second-generation difference of 45 points (1-2 school years) is still of great practical significance in occupational terms.
In contrast, in Dubai natives had reading scores of 395; first-generation immigrants 467; second-generation 503. This 105 point difference is equivalent to 16 IQ points or 3–5 years of schooling.
Rather than look at the scales separately, Rindermann created a composite score based on PISA, TIMSS and PIRLS data so as to provide one overall competence score for both the native born population and the immigrants which had settled in each particular country. For each country you can seen the natives versus immigrant gap. By working out what proportion of the national population are immigrants you can recalculate the national competence (IQ) for that country. Rindermann proposes that native born competences need to be distinguished from immigrant competences in national level data.
The analysis of scholastic attainments in first and second generation immigrants shows that the Gulf has gained from immigrants and Europe has lost. This is because those emigrating to the Gulf have higher abilities than the locals, those emigrating to Europe have lower ability than the locals.
The economic consequences can be calculated by looking at the overall correlations between country competence and country GDP.
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The natives of the United Kingdom have a competence score of 519 (migrants to UK 499), Germany 516 (migrants to Germany 471), the United States 517 (migrants to US 489). There, in a nutshell, is the problem: those three countries have not selected their migrants for intellectual quality. The difference sounds in damages: lower ability leads to lower status, lower wages and higher resentment at perceived differences. On the latter point, if the West cannot bear to mention competence differences, then differences in outcome are seen as being due solely to prejudice.