For those interested, here is a non-exhaustive list of international assessments by participating nation. Appendix A
As I was pointing out to Jason Malloy, by linking studies — see the methodology here — one can derive sound national achievement estimates for 80-90% of the world’s nations. For comparison, Lynn and Vanhanen and Altinok et alia provide, respectively, estimates for 60% and 70% of the nations.
Here is a list (table 1), for example, of nations involved in the the Monitoring Learning Achievement survey:
Algeria, Azerbaijan, Botswana, Burkina Faso, Burundi, Cameroon, China, Comoros, Croatia, Ecuador, Gabon, Gambia, Jordan, Kazakhstan, Kuwait, Kyrgyz Republic, Lebanon, Liberia, Madagascar, Malawi, Maldives, Mali, Mauritius, Mongolia, Morocco, Mozambique, Nepal, Niger, Nigeria, Oman, Palestine, Rodrigues (Mauritius), Rwanda, Sao Tome and Principe, Senegal, Seychelles, Slovakia, South Africa, Sri Lanka, Sudan, Syria, Tunisia, Uganda, Uzbekistan, Yugoslavia, Zambia, Zanzibar, Yemen, Armenia, Bahrain, Congo (Democratic Republic), Equatorial Guinea, Eritrea, Ethiopia, Ghana, Guinea, Guinea-Bissau, Haiti, Iraq, Ivory Coast, Kenya, Lesotho, Namibia, Pakistan, Qatar, Sierra Leone, Somalia, Swaziland, Tajikistan, Togo, Turkmenistan, Tanzania.
Speaking of assessments, was I the only one who didn’t know that native Puerto Ricans have been taking a Spanish version of the NAEP math test? Apparently, this version is available for US Spanish speakers, too.
Absolutely dismal scores.
A few other tidbits:
Here were caste IQs from the YLS.
Here is a picture of a smiling octopus.
Here is some Italian gap by ethnicity info.