Local IQ gap explains group gaps

On a single island with two long‑resident racial groups sharing institutions and policy, small measured differences in standardized‑test‑based IQ distributions (here estimated from Common Entrance data) may account for persistent disparities in school placement and professional representation. The argument links a concrete dataset (1988–1992 Common Entrance scores) to contemporary social resentment and political narratives. — If test‑score differences largely explain group gaps in a shared environment, policy debates about affirmative action, school selection, and cultural grievance must confront measurement, causality, and ethical implications rather than only redistribution or discrimination claims.