Beyond that, if there are genetic effects we would expect to see them more strongly in race comparisons than economic status comparisons.
I strongly disagree. The relationship between economic status and intelligence is maintained by strong feedback effects. Intelligent people tend to move to higher economic status, and then mostly pass on those genes for intelligence to offspring. But then, if the offspring were unlucky enough to not get the genes, then they will tend to slide out of that economic status class.
The genetic aspect of the relationship between race and intelligence, if it exists at all, is something of a historical accident. There may be a degree of stability to the relationship, but there is no active feedback loop maintaining it. People do not slide from one racial grouping to another simply because they are born with more or less than the expected amount of intelligence.
Notice that I am not disputing your research claim regarding the degree to which race and economics serve as predictors of measured intelligence. I only dispute the validity of your intuitions regarding what "we would expect to see".
I strongly disagree.
You put together a strong argument. I think that this will depend on which genes we examine; if there is some intelligence-boosting gene that most Xs have and most Ys do not, then the effect of that gene will be more noticeable when we do race comparisons than economic status comparisons. However, intragroup variability is higher than intergroup variability, which suggests that for every intelligence-boosting gene like that there should be at least three which aren't strongly associated with race, and if we accounted for all the gene...
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?