Reply to Do unmotivated kids get into HGC?

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Reply to "Do unmotivated kids get into HGC?"

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]
Well, one barrier would be the reliance on a high test score, so let's look at other factors, ie, "holistic" approach.

Why would MCPS commission a $1mil+ study which recommended "broadening the definition of gifted" and "increasing URM participation" and not follow the recommendations?[/quote]

So you think that a single test score, on a single day, is a better measure of a student's ability? I don't.

You evidently think that the only way to increase participation by black, poor, and Latino kids is to admit unqualified kids. For this to be true, the magnets would already have to have been including ALL of the qualified black, poor, and Latino kids. Do you think that the magnets were doing this? I don't.

MCPS [b]is[/b] following the recommendations of the Metis study -- by trying to remove the barriers that were keeping out [b]qualified black, poor, and Latino kids.
[/b]
By the way, I really hope that you don't have any kids who will be admitted to a magnet program under the new processes, or, if you do, that you have nothing to do with the black or Latino kids in your kids' classes. Yes, I'm assuming that you're not black or Latino.[/quote]

NP here. Define 'qualified' for me. What are the transparent and easily quantifiable criteria for 'giftedness'?

If MCPS introduced 'the holistic approach', why did they do away with teacher's recommendations? You'd think that a homeroom teacher would notice a child who's off-the-charts gifted but just doesn't score well on standardized tests. Also, why did they simplify the test compared to years prior? The percentage of kids who actively prepped for the test was miniscule, the majority was still going in cold turkey. The only explanation that comes to mind is, MCPS wanted more kids - of all races - to score higher, which would give the system a chance to make up the racial composition of the gifted classes as they see fit using their 'broad definition of giftedness'.

If they'd truly wanted to level the playing field, they should have tested every single 3rd grader using the hard version of the test and then admit the top 3%.

[/quote]

I think there may be many factors involved.  Considering teacher recommendations, I agree, teachers often have great insights about kids and their potential/abilities.  However, research shows teacher recommendations are often biased and favor some groups over others.  They are subjective.  Many teachers have preconceived ideas about what a gifted student looks like (just like it seems many in this discussion).

I'm not sure you can conclude the test is "easier", I've heard that it is shorter, but nothing to confirm it's "easier" or measures anything different.  Actually, I think it's easier to prep for the test now b/c it is more transparent what test is being used.  I think they moved to something shorter b/c it allows them to test more students effectively and efficiently.  Cost may also be an issue.

It is my understanding that the selection process remains race-blind so race is not considered as a factor when selecting qualified candidates.   Testing and reviewing the data of a broader group makes it more likely you will find a group of qualified students from different backgrounds.

The other  thing they do talk about is looking to see if a student has a peer group in their home school.  That would explain why sometimes the numbers seem different.  If only one or two students have consistent high scores on all the things they are looking at, they stand out, if at another school there is a group of 10 kids with similar scores, they have a group that can be taught together.[/quote]

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