I remember - ah, and thanks to google, can even find! - a long thread on which I ranted. I won't repeat the rant, but the short version is: to decide whether parents are excellent identifiers of giftedness, you have to agree beforehand on definitions of "giftedness", "identifiers" and "excellent" :-) We do not, as far as I or anyone could find then, have evidence for any claim along the lines "of those parents who believe without testing that their children have FSIQs over 130, 90% are correct" (even though you might well think we did, from what various authors have written with impressive-looking cites). What we do have experience of is that both parents and teachers can be wrong, and both ways! It may be that teachers tend to under-identify and parents tend to over-identify. Beyond that I'd say the situation is very murky.

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