Now I'm going to ignore most of the problems with this analysis - which are many - as I'm sure you guys, soca-loving though you may be, can figure them out straightaway. They have to do with definitions, the problems of using self-declared data, sample sizes, assumptions, lion and tigers and bears. Oh my.But even accepting the widely-contested notion that SAT scores are a decent indicator of intelligence, the fact is that most of the Caribbean students I know who took the SATs (and these were many, since I used to teach secondary school) enjoy soca, and they all basically dispensed with the SATs as if they were a word search puzzle. With very little preparation, they took the test, scored high (anecdotally, almost everyone I knew scored above 1250), and got on with life. One might argue that were greater percentages of Caribbean students to take the SATs - if it were to be considered an academic rite of passage there as it is in the US - the results would be different, since those who do seek the test out are already the academically-minded ones who plan to obtain advanced degrees. Perhaps so, but the numbers who do take it still represent enough of a sample to make Griffith's findings bullshitary.
And notice where reggae falls? And jazz? The boy done lost his mind. If you want to take an unscientifically-rendered piece of research, declare it as such, and then have a laugh about it in the proper context, great. But don't present it as science. That just makes you dumb.

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Fair on the self-declared data, however, the sample size is actually quite good -- if there's 10 datapoints per 1,300 schools that's 13,000 data points. Not bad!
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