SuperStraight

First one. Basic logic mistake in his maths lower down.

Since Jews in the US make up about 2% of the US population and white Americans make about around 60% this would mean that, once we correct for proportions, Jews are (6 * (0.02/0.60)) = 0.2x times more likely to be represented in American "elite" samples

If Jews make up 2% of the population and they are 6 times more likely to produce elites, you'd expect 12% of the elite to be Jewish.

This also doesn't grasp the verbal IQ has a stronger correlation to life outcomes. So... Try again. Probably the reason east Asian performance isn't quite where you'd expect it to be, as their advantage is mostly on VS.

https://emilkirkegaard.dk/en/2018/10/on-the-east-asian-white-advantage-on-scholastic-tests/

Assorted.

Are IQ discrepancies between SES groups primarily the result of Verbal Scale differences?

However, for the lowest and highest groups the verbal scale was more closely associated with the full scale score. While IQ discrepancies between SES groups are not primarily the result of verbal scale differences, the verbal scale is a significant factor in the scores of the highest and lowest SES groups

Verbal measures of cognitive ability: The gifted low SES student's albatross

Analysis of the test scores indicated that the primary reason low SES students did not meet criteria for gifted placement was low test scores on the verbal subtests.

Graduate Student Selection: Graduate record examination, socioeconomic status, and undergraduate grade point average as predictors of study success in a western European University

Results indicated that the Analytical Writing part of the GRE predicts graduate grade point average above and beyond U‐GPA. Furthermore, the results suggest that the relationship is independent of students' socioeconomic status

Verbal and nonverbal intelligence scores within the context of poverty

Large gaps were found between students’ verbal and nonverbal intelligence scores; such gaps were not specific to any particular grade or ability level but rather were seen in all of the examined grades. Gaps were even larger for students with higher nonverbal IQ scores. Results suggest that assessments based solely on nonverbal scores should be interpreted with caution.