What percentage of kids get into gifted and talented programs?

[Anonymous]

Anonymous wrote:

Anonymous wrote:It''s not the best look but I admit I was surprised and disappointed that my kid didn't make it given what I thought I knew about their test scores etc. Apparently they made 2/3 required academic test markers. Anyone have a sense of what percentage of kids get in? Just curious and trying to make myself feel better. (Sorry I know this question is obnoxious).

Something like 75% I think.

What’s the issue?

No clue. One of my kids was selected for this. The other who has 99% on both MAP-M and MAP-R was not. When I asked about it, I found out one of the two tests used for this was given by a sub who didn't perform testing correctly. The actual teacher could've weighed in but was told they didn't believe in these things. Anyway point is it really won't make any difference even though it's annoying.

[Anonymous]

It won't make a difference as long as there is no onhoing communication with the school and teacher. Ask them about identification. Ask them the specifics. What is being employed that provides the differential, enriched education required under Maryland law for GT-identified students? Read the statute so you know what should be expected, but be prepared to accept their explanations, if reasonable, even though they might not be entirely as anticipated/hoped.

There is curricular material that MCPS has in hand for this. Local schools have many challenges, though, and it's when families don't communicate/request the specifics that this tends to slip through. It's a shame that MCPS upper brass feels negatively toward appropriately meeting GT need, and that that attitude, combined with general under-resourcing, enables the local school negligence.

[Anonymous]

2nd grade GT identification in MCPS changes exactly nothing. It has nothing to do with CES, compacted math, ELC, MS criteria magnets, specific homeroom assignments beyond the way your individual ES articulates, or anything else. And enrichment is almost impossible/nonexistent in most classes, especially because most class sizes jump larger in 3rd and 4th grade. It's OK to be GT identified and it's OK to be not. Just watch for any hidden academic or learning issues that the evaluation might have revealed, and let the rest roll off.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Do they get placed in different homeroom classes if they are identified?

No. Nothing changes. Bragging rights only.

You need a GT label to take certain classes at outside, enrichment institutions.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Do they get placed in different homeroom classes if they are identified?

No. Nothing changes. Bragging rights only.

You need a GT label to take certain classes at outside, enrichment institutions.

So....

My kids were "gifted" MCPS we never once did "outside, enrichment"

[Anonymous]

OP this means nothing except to you.

Schools do not care.

And in MS & HS your kids signs up for whatever they choose. Don't let this board convince you of anything else.

[Anonymous]

Anonymous wrote:The central review process that results in the magnet lottery is different than the Gifted identification process. It needs to be explained that Gifted identification is not a badge of honor nor ego boost for parents but should be used to identify students that need different supports. There is a reason that it is place under Special Education. If people understood that Giftedness comes with its own burdens they would temper their behavior.

What burdens? Some kids are simply gifted and not twice exceptional. Everyone learns differently