The Black White Test Score Gap, an article by George Farkas discusses this issue and how researchers over the past 10 years have found gaps between these two groups based on national standardized tests (Farkas 13 ). These standardized tests found by Farkas are biased because they “focus on skills involving standardized English vocabulary and grammar, abstract thinking and argumentation, and mathematical concepts most commonly taught and learned in white and later black families” (Farkas). The different cultures and backgrounds of each race affect the knowledge tested in IQ tests. Joseph Fargan, professor of psychology at Case Western Reserve University, states, “Blacks and whites differ in IQ by 15 points, there is no debate about that” (Murdoch 220). This professor, along with many other professionals, sees a gap forming due to prior knowledge of each race. The professor further states: “Aside from the social importance of the results… [IQ has] multiple determinants. One is the information processing capacity and the second is the information provided by the culture for processing.” This idea ties into the Farkas debate and how tests that record students' knowledge tend to be skewed, meaning that not everyone has the same knowledge as their counterparts. For example, students who are fluent in other languages ​​cannot be expected to be “intelligent” when it comes to English