First of all, I do not understand the math if 26% of total achieved the result, but 30% of the UWS participants couldn't?
Ren
It's extremely unlikely.
Bottom line: you're going to have to show me proof that one-third of the residents of a precisely defined area in the UWS of Manhattan have IQs that are two standard deviations above the norm. When I see proof, I'll believe you.
Though I'm not really sure why it's such a big deal.
I'm trying to focus on learning environments for gifted and highly gifted kids and how they can be developed more widely. This was the subject of my first post in this thread.
And I stick to what I've said before: test prep for pre-schoolers is (way) more about the adults than it is about the children. Parents can make all kinds of excuses for how it's about the kid or his future, but I'm not convinced. Test prep and other forms of hothousing seem to be about what the adults want the child to be, not what the child wants to be or who the child is. If the child isn't begging to go to test prep and if Mom is lecturing a child about the importance of a standardized computer-scored test, it's not about the child.
As a parent, I have a responsibility to make all kinds of decisions about what's best for my child. But, and this is a big one, I also understand that my kids aren't my property. I can guide them, but past chores and dental visits and homework and suchlike, I have no right to force them to do things (like, perhaps, test prep) that make me happy but make them miserable.
Again, just my two cents.
Val
