I think we are in rough agreement, though I think you stated this backwards:
However, intergroup variability is higher than intragroup variability
Actually, and empirically, variability within a group is relatively high and variation between groups rather low. (More technically, group membership explains only a small fraction of the total variance.) And you seem to understand this below, with your estimate that three out of four genes bearing on intelligence will not be closely correlated with race.
I think you stated this backwards:
Thanks! I did, fixed. I should also mention that I'm being loose by assuming all genes that impact intelligence do so by roughly the same amount, which is obviously not true.
I want to learn what's well-understood about education. I expect to launch myself into some endeavors in teaching the first few levels of epistemic and instrumental rationality - ie., critical thinking and problem solving. I'm a little suspicious, though, of the scattered educational texts that I've so far read. In particular, education seems like a field where it's easy to have motivated thoughts, and hard to gather good data.
With my background (Math and CS) I'm a little at sea in educational literature. Does anyone know of good, reductionist-grade or evidential-grade, introductory texts in education?