I have to say "that is interesting" to the posts. I am about as non-linear as you get and I found it difficult to read between the lines.
I get there is that intrinsic element but as Dottie points out, if the scores are all over the map, who defines the difference to put a child in level 5 that has much lower scores than a child in level 3? Her bias on their motivation to learn? And if their learning styles are different, what is quantifiable, if the scores don't do that?
There is a little girl, birthdate 3 weeks before DD3, we met on the evaluation for the gifted preschool at Columbia. DD3 birthdate missed the cutoff by almost a month so they wouldn't take her. They did offer a spot to the other girl but they didn't take it, they put her in Montessori instead. Happen to run into them at the Harvard Club Christmas party. This little girl was extraordinarily smart. Her father gave me their contact and I was thinking I would like to try and set up some play dates and see how that works.
Someone mentioned about when their child played with a peer, the differnce or potential difference in development.
So thank you for submitting the idea.
Ren
