Hi sunnyday - if we take the CogAT and ITBS seriously, your DS showed higher learned reasoning ability (via the CoGAT), than he did achievement (the ITBS). The irony is, he could be a bit underachieving (his scores are not low!) due to lack of adequate challenge at school (so he might be one of those high-ability learners in need of additional challenge).
Actually, I would think that it would be easier to improve achievement levels, than it would be to see the reasoning abilities change. I will leave that to others (aeh?) to comment on, though!
Our schools use some of the same assessments, along with other tests and measures, in their G&T selection process. I am again surprised that the CogAT, which I thought was intended as a simple screening measure, being used more like a high-stakes test. Also, our school uses the ITBS as an either/or measure (student has to do well on ITBS or another measure that is used, not both). Still, the students in your schools are subjected to less testing overall (I think our's school's criteria may be overkill) and layers of it. Our school uses a multi-tiered process that feels a bit like a student running through a gauntlet.
