it's a triviality to say that you can control for educational attainment (and opportunities for education as well as class) when accounting for differences in I

it's a triviality to say that you can control for educational attainment (and opportunities for education as well as class) when accounting for differences in IQ: it's hard to do in practice because social science is complicated and requires ACTUALLY DOING THE SCIENCE so gwern's glib comment is just wrong here clearly we're talking about the impact on IQ of whatever factors we make up to describe IQ, and obviously, and provenly, education (and therefore the ability to get education) is in play here, which gwern's glib rebuttal ignores