Even if we knew exactly what GT was and we all agreed on the definition and had a perfect assessment of it, school performance wouldn't necessarily follow from IQ. Seems to me that the traits required for performance depend on both effective learning and effective output. It doesn't do much good to have the best science fair idea half completed and not finished, or the ability to write phenomenal papers if the kid plays video games and then writes a few scribbled sentences on the bus. Output seems more dependent on discipline, consistency of effort, self-motivation, and desire for achievement than on potential -- especially in the early years.
LOVELY!
