Tag Archives: Gifted Education

The article discusses the importance of gathering diverse data points for a student’s eligibility in an academic gifted program, including standardized tests, behavioral checklists, and parental input. Parents offer unique insights into their child’s learning and behavior outside school, contributing valuable information that can aid the eligibility assessment.

The post discusses the differences between quantitative and qualitative research in educational contexts, specifically regarding gifted identification. It emphasizes the importance of qualitative data, such as behavioral checklists and performance tasks, despite challenges like scoring and teacher bias. The author advocates for careful selection of qualitative data to form a comprehensive view of students.

In early winter 1986, the author aimed to enroll in a “Mentorship in Law” class for senior year but was deemed ineligible due to not being identified as a gifted student. Despite a score of 128, just shy of the gifted cutoff of 130, the experience led to reflections on high-stakes testing.

This blog post introduces a series focused on understanding the identification of gifted students. It addresses the nature versus nurture debate in giftedness, affirming that both factors contribute to intelligence. The author, Ann, intends to share insights and personal experiences to help teachers better understand giftedness in their students.