Gifted Issues Discussion homepage Forums Identification, Testing & Assessment how does observed IQ correlate to age/grade?

I'm with aeh on this one-- best not to go down the road where you can get zinged so easily for the gross misuse of the stats. Would wreck your credibility for almost nothing, IMO.


You'll need that capital for other stuff later with a 2e kiddo. JMO.

Thanks for keeping me out of trouble guys. I'll find another way to illustrate my point. But the line of kids probably will fall flat around here. I live in a town where every parent believes their kid would be at the front of that line. And like polar bear suggests, they've all made that clear to the school. They just aren't going to want their that, even though I'd be saying he's virtually at the back of the line in another area.

Ah well. Good data should be treated well.

Sue

Maybe your point could be more abstract, like a concert pianist who just played some astounding piece of music being asked to now draw the song. I don't know if you've read The Dyslexic Advantage but they really nail what I think is the point your hoping to illustrate with real life examples and analogies.

Just give them the numbers. Are educators really incapable of understanding this? It's just not that complicated.

"Or talk about rates of progress, such as a gifted student could progress through regular material at a rate of 1.5 years per year of school, a highly gifted (above 145) one may progress 2 years each year, and a profoundly gifted student (above 160) could progress 3 or 4 years per year... given the opportunity."

Zen Scanner - where did you find this info? This is something concrete that I think our principal could really understand.

Yes, yes they are. More to the point, they often don't care because they are concerned about "THE WHOLE CHILD"...well, all the bits except for intellectual development, that is.

I'm not bitter, though. ;-)

For a fun exercise, attend one of those meetings with an army of school staff, use the phrase "standard deviation," and count the pairs of glazed eyeballs.

And, what Minx said.

It's an aggregate from a bunch of different sources. Including a local HG program that asks the question "Is your child excelling at least a year and a half to four years in just one school year." Anecdotally for PG numbers from the ages when some kids attend college, grade skipping and placement reported here, etc.

Here's a specific research source I recall reading before, which stubs in the frontend measure at 1.6 years growth per year.
http://www.supradotati.ro/resurse/ResearchProvisions.htm

Rereading it now as it may have other pieces.

But, but, but,...what on earth do they learn in teachers college?!

Don't they learn some basic statistics?

Don't they learn that amongst children there is huge variation in ability?

Don't they learn that ability differences are not transient, and they do not "even out"?

Don't they learn that high ability children can learn much faster than low ability children (unless preventative measures are taken), so that as children get older, achievement gaps are expected to increase?

Don't they learn the fundamental theorem of egalitarian education, that all children should be equally challenged, so that high ability children have classes that are higher, faster, broader, deeper, while low ability children have classes that are lower, slower, narrower, shallower, so that everyone finds the same level of challenge in their education?

Dude and Minx,

Thanks for the much-needed laugh. Glazed eyes or rolled eyes. Either way, there's not much of a reception. That's why I'm trying to tell a story, with data sprinkled in.

I'm TRYING not to bitter. DS would say "use a honey voice, not a vinegar voice." At least he's learned that much in class. Great - they've taught him how to be a MORE persuasive negotiator. And he was already killing me.

Sue