Thank you aeh.
The school district is aware that the majority of the student population is bilingual (but not ELL). In my child's first grade class, one was a non-native speaker and 18 out of 27 were bilingual. The school district is clearly not making an exception for the majority of students. They know these students are bilingual and they know that most bilingual students are not ELLs in this case.
"This doesn't, of course, account for the cultural differences in early environment which might be correlated with ELL status, and which will likely not be overcome as easily in three years of schooling."
I'm not concerned about this. My child is not an English Language Learner, she is bilingual, having had exposure to her second language for three years in an immersion but not full-day environment. However, her academic English might have been lacking, so I am hoping that she has made up for that IF she is gifted in that area.
She is certainly doing well.
" There is a reason other systems (notably LAUSD, largely as the result of lawsuits) use matrix reasoning tests (Raven's, NNAT-2), which have evidence supporting more equitable, less-culturally-laden, selection outcomes."
Yeah, I don't know why they don't use these, but I believe last year was the first year they used any IQ test at all (rather than achievement tests). The gifted program is relatively new here. I will keep those in mind if I get a chance to be on a committee.
