Further analysis of McGurk’s 1951 study in terms of the “cultural questions” and the “noncultural” questions totally disproved the notion that cultural questions on these intelligence tests unduly hold back the Negro in his performance. Taking the cultural questions alone, it was found that 24 per cent of the high Negro group overlapped the average scores of the high white group. On the noncultural questions, where it might have been expected that the Negroes would do better, they did worse: Barely one out of five of the high Negro group overlapped the high white group. Comparing the two low groups, McGurk found that the low Negro group actually had an insignificantly higher average score than the low white group on the cultural questions, with an overlap of about 55 per cent. On the noncultural questions, the average of the low white group was significantly greater than that of the low Negro group. There was an overlap of about 29 per cent. McGurk has summed up his conclusions in this fashion: Regardless of our emotional attachment to the school desegregation problem, certain facts must be faced. First, as far as psychological test performance is a measure of capacity for education, Negroes as a group do not possess as much of it as whites as a group. This has been demonstrated over and over. Next, we must realize that, since 1918, the vast improvements in the social and economic status of the Negro have not changed his relationship to the whites regarding capacity for education. This is not to say that this relationship cannot be changed; it says merely that it has not been changed.... Thirdly, as far as our knowledge of the problem goes, the improvements in the social and economic opportunities have only increased the differences between Negroes and whites. This is because such improvements have been given to both racial groups--not only to the Negro--and the whites have profited the more from them. This serves to emphasize the former statement that a fruitful approach to racial equality cannot follow the lines of social and economic manipulation. There is something more important, more basic, to the race problem than differences in external opportunity. Dr. McGurk’s conclusions, it should be said in fairness (even in this partisan brief), have been widely denounced by his equalitarian colleagues. Following publication of his 1956 statement in _U. S. News & World Report_, eighteen social scientists united in a rebuttal assertion that “given similar degrees of cultural opportunity to realize their potentialities, the average achievement of the members of each ethnic group is about the same.” And in the Spring 1958, issue of _Harvard Educational Review_, William M. McCord, an assistant professor of sociology at Stanford University, and Nicholas J. Demerath, III, of Harvard, a senior student, returned to the attack on McGurk.