And the last thing is, The Number really doesn't matter as much as what he does. If he's achieving at a solidly high level (and he is), everyone can see that. They don't need a number to prove that he's really doing it. If he isn't, then the number isn't getting him very far. It might be different if he had a lot of scatter, or if there were 2E issues where people needed to know how to accomodate him, but as it is he's well represented by his achievement, and that's a bit easier to share with the general public.
I agree.
As far as others, we don�t live near family, but neither set of grandparents were surprised to learn that our kids had tested very high. Other family members know (mostly through the grapevine) that our son has been accepted to some group like Mensa. They probably think we are sucker stage parents who pay expensive yearly dues to DITD. The only school personnel that I shared exact data with was the assistant principle at the last school. Her opinion as to the significance of a single IQ test seemed similar to mine and considered other types of evidence, in balance with signs of 2E and underachievement, as equally compelling indicators of general intelligence.
I recently cited that ds is a YSer with DITD (and defined the criteria) in a request to the principle, counselor and science dept chair of his current school as we asked that they consider him for science subject acceleration next year. We provided curriculum info covering earth science topics taught at his last school and his self directed inquiries. He did receive an interview and then had an opportunity to test out of the usual 8th grade class. In this case, his IQ range may have been briefly considered, but the decision was based on his demonstrated subject knowledge, disposition, maturity, effort and desire (he was asked several times if this was what he wanted).
