The evidence is clear: wealthier individuals tend to score higher on intelligence and academic tests. This is true, both in adulthood (Herrnstein & Murray, 1994) and childhood (Zwick, 2002). As a result, some people – like those quoted above – have argued that the tests of g are actually little more than tests of someone’s socioeconomic status. Others have argued that differences in wealth or socioeconomic status cause differences in performance on tests of g. In other words, they believe that money makes people smarter, or that it can buy higher scores through test preparation classes, better schools, or home life advantages (e.g., L. Brody, 2018; Zwick, 2002). As a result, some skeptics of intelligence testing believe that these tests reflect economic advantages more than any cognitive abilities.