Tag Archives: Gifted 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.