FWIW, one of my children tested gifted when she was 5 (IQ), performed average in school, and later on when re-tested on IQ (twice) had IQ scores that were lower and more in line with her performance in school. I am not saying that's what's up with your dd at all - just throwing out there the possibility that on occasion IQ tests in really young kids may be inflated or unreliable. *HIGHLY* unlikely, but many years later down the road, I do believe that for our average-performing dd, the first "gifted" IQ score was the anomaly, not her true IQ.
OTOH, having an EG and HG kiddo also - I can also vouch that just because a child has a high IQ that is no guarantee they are going to be driven to uber-achieve so I wouldn't automatically think average classroom performance means that a child isn't intellectually gifted. It could mean lack of motivation, or it could mean something else. Was there any indication of 2e on your dd's original IQ test? Or possibility that undiagnosed LDs might have been driving her anxiety in the classroom? I'm only asking that because my 2 2e kiddos had tremendous anxiety around school when they were in K-2 grade, yet it wasn't obvious to us that it correlated to specific tasks they had to perform at school until we had neuropsych testing. My ds had IQ testing for a gifted program at 5, and there was a huge red flag in his IQ test, but the evaluator put it off to his being a gifted perfectionist so we never thought twice about it... then we sent him off to school expecting him to excel and it just never happened... until he was re-evaluated in 2nd grade and the neuropsych picked up on what was really going on. Once he had accommodations in place, he started performing at the level we'd expected him to based on his IQ.
Dude, fwiw, how the term "highly" is defined depends on who's using it
I've heard some neuropsychs refers to 130+ as HG, our neuropsych refers to 135+ as HG, our school district usually in most years reforest to 140+ as HG (each of those on the WISC-IV).
polarbear
