A recent tweet by Kevin Bass PhD MS has drawn attention to a significant claim regarding the intellectual capabilities of university students, asserting that the average undergraduate IQ has fallen by nearly 20 points over the past 80 years. Bass stated, "If you want to understand why the universities have become stupid, you have to understand that the universities have literally become stupid." He further claimed, "This drop has happened at every level of education.
Studies published in outlets like RealClearScience and Royal Examiner corroborate a substantial decline in the average IQ of undergraduate students since 1939, with figures ranging from 17 to 20 points. This trend is largely attributed to the increased accessibility of higher education, leading to a broader and less academically selective student demographic entering universities today compared to earlier eras when university attendance was a privilege for a much smaller, elite group. The observed decline contrasts sharply with the historical "Flynn Effect," which documented a steady rise in IQ scores across the general population throughout much of the 20th century.
However, research also indicates a more recent phenomenon known as the "Reverse Flynn Effect," where general population IQ scores have shown a decline in several developed countries since the mid-1970s. Proposed environmental factors contributing to this broader reversal include changes in educational approaches, media consumption habits, and a potential "saturation" of the gains seen during the earlier Flynn Effect period. These environmental explanations are often favored over genetic theories for the observed shifts in intelligence.
Kevin Bass, the author of the provocative tweet, holds a PhD and MS, and is currently an MD/PhD student with a background in biology and immunology. While his primary academic contributions are in the biological sciences, he is an active voice in public discourse on science, medicine, and broader societal issues, including education. His commentary often focuses on critical analysis of established norms and institutions.
Beyond the specific IQ claims, the tweet taps into a wider debate about the quality and standards of contemporary higher education. Critics argue that universities have, in some instances, prioritized metrics like graduation rates and enrollment numbers over rigorous academic standards. Concerns have also been raised about perceived ideological shifts or a focus on certain social issues potentially diluting traditional academic rigor, leading to a questioning of the overall value proposition of a university degree in today's landscape. The discussion underscores a complex interplay of evolving educational access, societal changes, and ongoing scrutiny of academic institutions.