While I agree with your conclusion, I also feel compelled to point out that "IQ" is not the whole story when it comes to someone's cognitive abilities.

For example, we should be told (but aren't) that in the US there are two other points where a students cognitive abilities are measured. In the fifth grade, students are assessed on reading comprhensiion because understanding what we read measures "mental age." If a student understands fifth grade text books, they score a mental age of 10 - the average age of a kid in the Fifth Grade. If a student is given a text book used in the 10th grade - they have a mental age of a 10th grader - 15 years. That works out to an IQ of 100 and 150, respectively.

'Then in the 8th or 9th grade, students are given an Aptitude text to determine how well they do in certain areas. The intention is to establish a persons strengths in areas of employment and usually includes a post-test session with the school's career counselor.

-"An aptitude test is a form of psychometric assessment, used to measure an individual's natural strengths in a given area. It differs from a knowledge-based test in that it does not require familiarity with a particular subject. Instead, it looks at your inherent skills," --- Scores are given in percentiles where average scores of 50 percentile represent average ability and 99th percentile represent the top 1 percent.

General Education is more specific than we imagine. Both of these other measures play into one's overall intelligence. We just use "IQ" as a handy conversational tool. And there are other interrelated tests, like vocabulary tests. Kids who read a lot of books on their own acquire larger vocabularies than the kids whose reading is limited to comics or to no independent reading at all. At the bottom are the illiterates.

Just be aware that when a politician or celebrity touts their "high IQ" they are being a bit deceptive about their real cognitive ability. Kim Kardashian is just a celebrity being fraudulent.