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A revival of test bashing has followed the growing public disillusionment with racial preferences as a means for abrogating the adverse impact of tests on certain groups in educational and occupational selection. This, added to the racial differences in g and the slight and ephemeral effects of Head Start and other more intensive interventions aimed at decreasing racial group differences in scholastic achievement, is the dilemma of group differences. In the face of the apparent failure of equaldoi:10.1037/1076-89220.127.116.11 fatcat:rawbvzdsgncgdavg2xis5xdaia