Because most of the decisions on identifying and serving gifted students fall to school districts, the reality is that we have a nation of few haves—primarily in affluent areas—and many have-nots.
As parents and educators know well, one size fits all policies and practices often fail segments of the school-age population.
While high test scores are a very effective indicator of giftedness in the domain being tested, the lack of high scores is NOT reliable as an indicator of the absence of gifted abilities.
A guest blog post by Chester E. Finn, Jr. and Brandon L. Wright
by George T. Betts, President, and M. René Islas, Executive Director