Firstly, I want to thank you because I've never had a reason to read the SAT Wikipedia article in it's entirety previously. It has an enormous amount of data and rabbit holes I will spend years exploring. So again, thank you. But can you highlight the exact text that actually says:
Asian and white students from families making less than 30k per year perform just as well as black students from families making 70k per year.
I also could find no info in the article or cited studies that said:
Same with parents education. Asian and white students from families with just high school degrees perform as well as black students with parents that have bacelors.
I could find that NOWHERE in the article. Even searching for each word in those assertions brought no related results. While I did not find that in the article I did find a huge trove of data backing my assertion that INCOME is the greatest predictor of future academic success and not race.
For example the article states:
In fact, grades in American high schools have been inflating by noticeable amounts due to pressure from parents, creating an apparent oversupply of high achievers that makes actual high-performing students struggle to stand out, especially if they are from "low-income families*.
"Exams are grim, but most alternatives are worse". The Economist. November 28, 2020. Retrieved February 17, 2021.
Along those same lines of reason:
Another criticism of making the SAT optional is that subjective measures of an applicant's suitability, such as application essays, could become more important, making it easier for the rich to gain admissions at the expense of the poor because their school counselors are more capable of writing good letters of recommendation and they could afford hire external help to boost their applications.
Lorin, Janet (February 17, 2021). "SATs, Once Hailed as Ivy League Equalizers, Fall From Favor". Bloomberg. Archived from the original on February 18, 2021. Retrieved March 4, 2021.
Even when the achievement gap between East Asian American students and black students is mentioned it supports my assertion:
In general, East Asian Americans, especially Korean Americans, are the most likely to take private SAT preparation courses while African Americans prefer one-on-one tutoring for remedial learning.
Byun, Soo-yong; Park, Hyunjoon (July 29, 2011). "The Academic Success of East Asian American Youth: The Role of Shadow Education". Sociology of Education. 85 (1): 40–60.
Even the maker of the SAT has acknowledged the huge gap between wealthy and low-income students:
The College Board announced a partnership with the non-profit organization Khan Academy to offer free test-preparation materials starting in the 2015–16 academic year to help level the playing field for students from low-income families.
For decades many critics have accused designers of the verbal SAT of cultural bias as an explanation for the disparity in scores between poorer and wealthier test-takers.
Zwick, Rebecca (2004). Rethinking the SAT: The Future of Standardized Testing in University Admissions. New York: RoutledgeFalmer.
And again in a 2007 study Rebecca Zwick also found:
In 2007, Rebecca Zwick and Jennifer Greif Green observed that a typical analysis did not take into account that heterogeneity of the high schools attended by the students in terms of not just the socioeconomic statuses of the student bodies but also the standards of grading. Zwick and Greif Green proceeded to show that when these were accounted for, the correlation between family socioeconomic status and classroom grades and rank increased whereas that between socioeconomic status and SAT scores fell. They concluded that school grades and SAT scores were similarly associated with family income.
Zwick, Rebecca; Greif Green, Jennifer (Spring 2007). "New Perspectives on the Correlation of SAT Scores, High School Grades, and Socioeconomic Factors". Journal of Educational Measurement. National Council on Measurement in Education. 44 (1): 23–45. doi:10.1111/j.1745-3984.2007.00025.x. JSTOR 20461841
And if even more evidence that socioeconomic status plays an enormous role in determining academic achievement:
Some researchers believe that the difference in scores is closely related to the overall achievement gap in American society between students of different racial groups. This gap may be explainable in part by the fact that students of disadvantaged racial groups tend to go to schools that provide lower educational quality. This view is supported by evidence that the black-white gap is higher in cities and neighborhoods that are more racially segregated.
Card, D.; Rothstein, Ol (2007). "Racial segregation and the black–white test score gap". Journal of Public Economics (Submitted manuscript). 91 (11): 2158–84. doi:10.1016/j.jpubeco.2007.03.006. S2CID 13468169. Archived from the original.