We had our son's IQ test last year and his GAI (146) meets part of the eligibility requirements for Davidson Young Scholars. After some encouragement, we had him tested on the WJ III achievement test. The results are varied:

So, he did quite well but didn't make the cut off for the reading and writing sections. It's the math that has us taken aback- I even checked the subtests and called the doctor to be sure it wasn't an error. I know it's an unusual score in the general population, and I know it's achievement, not IQ--so I'm not getting in a twist.

I don't have a particular question, except to ask what parents do with kids who have this kind of a facility for math? He is ahead in math and seems to absorb it easily- we do a bit at home and have for years (the 0-10 minutes per evening, not the hothousing). I just didn't realize he was this far ahead.

If it helps with context DS is seven (first grade). Maybe there is some enriching ideas in math for a kid this age?

If you're thinking of applying to Davidson, those are qualifying scores. He only has to beat 145 in one area, not all of them.

My DS took that test early in first grade as part of his IEP eval and was at 155 for math. My thought on the WJ is that it is somewhat easy for very young kids to do well on the math section if they have advanced computation abilities (like multiplication and division). So if they have some skills that are a few years ahead, they will score very high. But for kids who are just a little bit older, they would have to be way more advanced with math to get scores that high. I think it's just much more unusual for a 6-7 year old to have skills that are a few grade levels ahead than a third or fourth grader (just as an example). My DD also did that test at age 8 and her math grade equivalents were about 4 years ahead but she didn't score nearly as high as DS in terms of the standard score. I think what I am trying to say is that within a year or two other kids may "catch up" to some extent and the 99.99th percentile may turn into the 98th percentile or 96th percentile (in terms of this test before anyone gets mad at me for using that phrase). That said, those are very high scores, they mean something at this point in time, and I am also trying to figure out what to do with my DS because grade level math is too easy for him. He does have a lot of gaps though that the WJ did not pick up, but computerized above level testing DID pick up. For instance, knowing geometry terms, how to measure things, and other "standards" that schools expect kids to know. His teacher is looking at the computerized testing (it shows specifically what standards they need to learn) and teaching him based on that. There was some ridiculous kindergarten thing he didn't know how to do, like measure things with paper clips. So she went back and taught him that in four minutes (she used that exact phrase "it took four minutes" LOL) and then the next day he brought home long division. Then a few days later it was bar graphs. She said there is a purpose to everything that she is sending home and having him do in class.

thanks blackcat--I thought about this too. DS7's computational skills are very high for his age, but other kids will acquire these skills in time, so that ability may even out somewhat.
His highest score in the math section was applied problems (mathematical reasoning/word problems), so that is where I am hoping Davidson will see his potential.
We have seen the issue that you mention- there will be some tiny thing that DS doesn't know at grade level, yet is capable of the complex problems years above grade level. It's a bit maddening to see his report card sometimes:)

Our DS8 (when 7) got a higher score in Broad Math. He's done grade 7 math (while officially a 2nd grader) and found it pretty easy, though the course only had routine questions. So your DS could probably handle multi year acceleration (i.e. not just one or two years, but a bunch) assuming you can quickly fill in gaps.

See also this thread
http://giftedissues.davidsongifted.org/BB/ubbthreads.php/topics/183501

BTW I think the WJ-III achievement test for math must have some norming problem and gives out scores that are higher than they should be, but regardless, multi year acceleration is warranted if it can be done properly.

My son's higher score was also applied problems, above the computational tests, consistent with the lack of workbooks in our house. So far he's skipped two years of math (1st and 3rd), currently in a compacting class (4/5) with a gifted intervention specialist, and hopefully will do one more year of compaction at the middle school level after next year.

We're finding that when learning math in a classroom setting, acceleration is as much an issue of being able to deal with the format of showing work, verbalizing reasoning, checking work, etc, is the primary barrier to moving through the curriculum faster. DS is so far lucky to have been extremely well matched with teachers who have stretched his thinking nevertheless.

My DS6 had a BROAD MATH score of 174. We are currently doing EPGY and he is almost half way through 6th grade. It has been amazing for him to do this program since it allows him to go at his own speed. He started at Kindergarten level 8 months ago.

For a mathy kid, I cannot say enough about the program. There are some frustrating parts about it but overall, very good.

Thanks for the responses. As mentioned, we were hopeful that DS would score high enough in one of the areas to apply for Davidson, but we certainly didn't anticipate the math score.
It's helpful to hear about the needs and experiences of other kids with strong math skills.
DS enjoys math but becomes highly frustrated with things that are not immediately apparent to him- it's why we were surprised that he scored so high in applied math. Usually, he has no patience with word problems, or anything that can't be instantly understood and solved.

We run into frustration a lot as well. At this point he is challenged with the EPGY program which is very exciting for him. BUT, on the other hand, he will look at a brand new concept and freak out; "I don't know this". Sometimes it seems he almost starts to cry, sometimes he will curl up under the desk in a ball. (He is 6 years old, nevertheless...) But it is all good that he feels this way. He is not used to challenges and therefore this reaction.He has to become familiar with the feeling of not knowing things. I try to explain to him that this is what school is about. Learning things you don't already know...

Thanks again. I was looking at the "Well Trained Mind" forum for ideas-seems that the EPGY program is popular on the accelerated learner board. I think we may try it over the summer.
We're continuing with DS's private school- he could use some math acceleration, but likes the Montessori curriculum. It also makes me comfortable that he is reviewing concepts and filling in gaps. Next year, the grade is transitioning into Singapore math.

1111- my ds7's style for learning new material is to refuse to listen to advance instruction, struggle through, make a mistake, scream and run to his room. Rinse and repeat until he has achieved mastery through the school of trial and error. I sincerely hope it's a maturity thing.

Try AoPS because its central theme appears to be trying to get kids to persist and 'breakthrough' on the problems without answers that are more or less immediately obvious.

A welcome side effect of this approach is much greater facility with mental computations as mental 'probing' of the problem before committing resources to attack its weakest point in the most optimal way is encouraged from the outset based on what I have observed so far watching my DD9 with her pre algebra I class.

My DD scored 168/9 overall on her broad and brief Maths with 194 on calculation skills - fluency was her lowest score at 132 but I am convinced that the pre algebra class has helped this area of relative weakness by leaps and bounds!

Thanks again. DS is a bit of an outlier--neither my husband or I would describe ourselves as gifted. DS is somewhat different than we are intellectually and in personality- his reactions and interests and abilities are often a source of pride and bewilderment and exasperation.

I want to do the best for him, but so far parenting and education has meant thinking "outside the box" (not my strength).

At this age my DH said he was primarily interested in baseball and Star Wars action figures. I know that I regarded elementary school as a hindrance to exploring outdoors.