That's what science research says. I'm just connecting the dots here
so everyone can see the big picture.

* * Dark Skin Correlates With Low Economic Growth (and by
implication, third world poverty!) * *

And it's due to lower IQ and thus lower scholastic achievements!

(The last paper you have to read in full, but a graph should suffice.)
http://i12.tinypic.com/52bhzsi.jpg

I bet some black posters will have a fit when they see this. But
again, truth hurts. The evidence is all there staring in your face in
peer-reviewed journals.
-------

Relevant abstracts:

(1) Dark Skin correlates with Lower IQ

Title: Temperature, Skin Color, Per Capita Income, and IQ: An
International Perspective
Authors: Templer, Donald I.; Arikawa, Hiroko

Abstract: The impetus for our study was the contention of both
Lynn
[Lynn, R. (1991) "Race differences in intelligence: A global
perspective." "Mankind Quarterly," 31, 255-296] and Rushton [Rushton,
J. P. (1995). "Race, evolution and behavior: A life history
perspective." New Brunswick, NJ: "Transaction"; Rushton, J. P. (1997).
"Race, intelligence, and the brain: The errors and omissions of the
revised edition of S.J. Gould's the mismeasurement of man."
"Personality and Individual Differences," 23, 169-180; Rushton, J. P.
(2000). "Race, evolution, and behavior. A life history
perspective" (3rd edition). Port Huron: Charles Darwin Research
Institute] that persons in colder climates tend to have higher IQs
than persons in warmer climates. We correlated mean IQ of 129
countries with per capita income, skin color, and winter and summer
temperatures, conceptualizing skin color as a multigenerational
reflection of climate. The highest correlations were -0.92 (rho =
-0.91) for skin color, -0.76 (rho = -0.76) for mean high winter
temperature, -0.66 (rho = -0.68) for mean low winter temperature, and
0.63 (rho = 0.74) for real gross domestic product per capita. The
correlations with population of country controlled for are almost
identical. Our findings provide strong support for the observation of
Lynn and of Rushton that persons in colder climates tend to have
higher IQs. These findings could also be viewed as congruent with,
although not providing unequivocal evidence for, the contention that
higher intelligence evolves in colder climates. The finding of higher
IQ in Eurasians than Africans could also be viewed as congruent with
the position of Diamond (1997) that knowledge and resources are
transmitted more readily on the Eurasian west-east axis.

(2) Low IQ Correlates With Low Standardized Test Scores

Title: National Differences in Intelligence and Educational
Attainment
Authors: Lynn, Richard; Mikk, Jaan

Abstract: We examine the correlations between the national IQs
of Lynn
and Vanhanen (Lynn, R. and Vanhanen, T. (2002). "IQ and the wealth of
nations". Westport, CT: Praeger. Westport, CT: Praeger, Lynn, R. and
Vanhanen, T. (2006). "IQ and global inequality". Athens, GA:
Washington Summit Books.) and educational attainment scores in math
and science for 10- and 14-year olds in 25 countries and 46 countries
(respectively) given in the TIMSS 2003 reports. It was found that
national IQs had (attenuation corrected) correlations of between 0.92
and 1.00 with scores in math and science. The results are interpreted
as a validation of the national IQs. They suggest that national
differences in educational attainment may be attributable to
differences in IQ, or alternatively that national IQs and in
educational attainment are both indicators of the mental ability of
national populations. It is also shown that national IQs are
positively associated with national per capita income (r=0.61). It is
proposed that these have a reciprocal positive feedback relationship
such that each augments the other.

(3) Low Standardized Test Scores Correlate with Low Economic Growth
(and by implication, third world poverty as these countries do not
have the human capital to lift themselves out of poverty)

Title: The Role of Education Quality for Economic Growth
Authors:
ERIC A. HANUSHEK
Stanford University - Hoover Institution on War, Revolution and Peace;
National Bureau of Economic Research (NBER); CESifo (Center for
Economic Studies and Ifo Institute for Economic Research)
LUDGER WOESSMANN
Ifo Institute for Economic Research; Institute for the Study of Labor
(IZA); CESifo (Center for Economic Studies and Ifo Institute for
Economic Research); University of Munich - Ifo Institute for Economic
Research February 1, 2007
World Bank Policy Research Working Paper No. 4122

Abstract:
The role of improved schooling, a central part of most development
strategies, has become controversial because expansion of school
attainment has not guaranteed improved economic conditions. This paper
reviews the role of education in promoting economic well-being,
focusing on the role of educational quality. It concludes that there
is strong evidence that the cognitive skills of the population -
rather than mere school attainment - are powerfully related to
individual earnings, to the distribution of income, and to economic
growth. New empirical results show the importance of both minimal and
high-level skills, the complementarity of skills and the quality of
economic institutions, and the robustness of the relationship between
skills and growth. International comparisons incorporating expanded
data on cognitive skills reveal much larger skill deficits in
developing countries than generally derived from just school
enrollment and attainment. The magnitude of change needed makes it
clear that closing the economic gap with industrial countries will
require major structural changes in schooling institutions.