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[quote=Anonymous][quote=Anonymous]
I also find it interesting that there is an entire "Get rid of GBRS because the Teachers don't know what they are talking about" for AAP, complete with a "The Teachers don't like Asian students so their GBRSs are tanked" movement but that Teacher Recommendations are part of the solution for TJ. 
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I'm a supporter of recommendations for TJ and an opponent of GBRS, so I'll try to explain the rationale.  8th grade math and science teachers likely have a degree in their subject, are often the mathcounts or science club coaches, and are likely teaching 150 kids per year, so they have more basis for seeing which kids truly shine.  If they've been teaching for even 5 years, they've seen 750 students and would be able to distinguish between the exceptionally talented kids and the above average kids who are still getting As.  Also, by 8th grade, the teachers are making much more of a judgment about aptitude and less one about "potential," which is already difficult to pin down.  If they are coaching mathcounts or a science team, they would have had many opportunities to see a child's passion for STEM, creativity, and ability, as these activities typically rise above the normal level taught in the classroom.

In 2nd grade, the teachers are trying to guess at a child's potential, which is a bit problematic.  They only see maybe 22 kids per year, so they have never had a good sample size to determine which kids truly stand out.  Even if they've been teaching 5 years, they only would have seen maybe 110 kids, which means only 2 or 3 kids who would even be considered "gifted."  In 2nd grade, the level of the material is so low that kids who are way beyond wouldn't have a chance to demonstrate their abilities.  If a kid goes rogue and does things to exhibit extreme intelligence, the teacher is more likely to lack the training to even appreciate what the kid is showing.  Also, the kids who are far ahead are often moreso the product of a privileged background than they are gifted.  
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