Anonymous wrote:Speaking from experience: my kids are in AAP. Neither have taken after school tutoring. Neither were test prepped. Both learn really quickly. Both have always been ahead of everyone their age. It is a given that they will do well.

Both of us (parents) have postgraduate degrees. Ivy league education. Good jobs.

Here's my observation: parents I know have had their kids in math programs (Kumon, Russian School, Singapore Math, etc.) and they talk about the investment: their expectation is that their kids will be in the APP program.

Other parents I know don't think highly of the AAP program. Their kids aren't in the program.

Here I am. In a forum I heard about that is constantly bashing the APP program, the kids in the program, the parents, and some of the schools.

What I find comical is the anger and disdain from some of these posters. So much energy and colorful language. I guess those parents would have benefited from a good education...

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
My sister and I both had IQ tests when we entered a kindergarten magnet program. I tested at 147, and she tested at 153 (we only found out much later, when we were going through old stuff). We both went to strong private schools after finding public school too easy, but neither of us graduated college early. At my high school, there were absolutely kids there who were smarter than me, and yet they did well in a mainstream (if very selective) private school.

My point is that I think people assume that very high IQ kids can’t function in a regular school environment. That’s mostly not true. “Gifted” does not exclusively mean John Nash or Albert Einstein. Those types of people are savants. They are exceptionally rare.

You contradicted yourself. You said that you and your sister couldn't function in public school, but then insisted that high IQ kids can function in a regular school environment. Of course high IQ kids can function in selective privates or real gifted programs. This is different from modern "gifted" programs that seem to take everyone and then offer at best a mildly accelerated curriculum.

More importantly, IQ doesn't crystalize until after K,more like 2nd. Age 7 or 8.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
To me, “functioning” means getting by. It means going to class and being fine. Not functioning means being actively disruptive in class or not attending class at all, experiencing mental health problems at the school (maybe due to significant bullying), etc.

Where on the functioning vs. not functioning spectrum would you place a kid who is mildly bullied, doesn't fit in with the other kids, and as a result doesn't really have any friends? It's not an uncommon situation for highly gifted kids placed in regular schools.

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Anonymous wrote:How do you know they are truly gifted or their parents just afforded them all the advantages of tutors, extra curricular activities, etc. that some other kids didn't get? Please.

If you believe in science, science tells you that you can’t prep for an IQ test. That’s science. It’s the same science that tells us that we are genetically the same regardless of race. Now if you don’t believe in science, that’s your problem.

The post wasn't about IQ tests. Reading is fundamental...

In your case writing is more than fundamental. I guess because of your subpar skills, that’s how you know White privilege is real.

The thread is about gifted kids. You’re talking about prepping. Giftedness so far is measured with IQ. What prepping are you talking about?

So you really think gifted isn't directly related to all the extras that children receive from their parents?

I believe in science! Do you?

I do! https://www.discovermagazine.com/mind/do-iq-tests-actually-measure-intelligence

I'm confused why they claim the tests are biased against black and hispanic students but not asian students.

Black and hispanic culture are more similar to eurocentric cultures both culturally and linguistically than asian cultures.

^Source?

Hahah you're joking or have never thought much on the topic.

American black and hispanic cultures have a common religion, a common history, common connections to europe. The ancient cultures of greece and rome have effected those cultures. They have common writing systems, language ancestry being speakers of western european languages influenced by romance and germanic language.

Asian cultures do not have any if that plus an entirely different set of linguistic scripts, confucian derived cultures with considerations of face, different concepts of heirarchy, and different levels of precision of language based on the country.

Could it possibly be that blacks and hispanics are/were being overlooked by teachers identifying G&T students more so than white and asian students?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Speaking from experience: my kids are in AAP. Neither have taken after school tutoring. Neither were test prepped. Both learn really quickly. Both have always been ahead of everyone their age. It is a given that they will do well.

Both of us (parents) have postgraduate degrees. Ivy league education. Good jobs.

Here's my observation: parents I know have had their kids in math programs (Kumon, Russian School, Singapore Math, etc.) and they talk about the investment: their expectation is that their kids will be in the APP program.

Other parents I know don't think highly of the AAP program. Their kids aren't in the program.

Here I am. In a forum I heard about that is constantly bashing the APP program, the kids in the program, the parents, and some of the schools.

What I find comical is the anger and disdain from some of these posters. So much energy and colorful language. I guess those parents would have benefited from a good education...

your horse is really high.

Why is her horse high? Because she’s speaking some truth?

Being on a high horse is nice and dandy. Don’t get to close to her. She may completely crush you if she falls, and she’ll be saved, because you keep chasing on her side.

sure, it's a given her kids will do well because that's somehow truth. Hopefully her little darlings don't discover drugs or alcohol or sex, god forbid they don't achieve what's a given

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Speaking from experience: my kids are in AAP. Neither have taken after school tutoring. Neither were test prepped. Both learn really quickly. Both have always been ahead of everyone their age. It is a given that they will do well.

Both of us (parents) have postgraduate degrees. Ivy league education. Good jobs.

Here's my observation: parents I know have had their kids in math programs (Kumon, Russian School, Singapore Math, etc.) and they talk about the investment: their expectation is that their kids will be in the APP program.

Other parents I know don't think highly of the AAP program. Their kids aren't in the program.

Here I am. In a forum I heard about that is constantly bashing the APP program, the kids in the program, the parents, and some of the schools.

What I find comical is the anger and disdain from some of these posters. So much energy and colorful language. I guess those parents would have benefited from a good education...

your horse is really high.

Why is her horse high? Because she’s speaking some truth?

Being on a high horse is nice and dandy. Don’t get to close to her. She may completely crush you if she falls, and she’ll be saved, because you keep chasing on her side.

Anonymous wrote:I don't hate on gifted kids OP - I hate on their ridiculous parents, like you.

Anonymous wrote:

Anonymous wrote:
My sister and I both had IQ tests when we entered a kindergarten magnet program. I tested at 147, and she tested at 153 (we only found out much later, when we were going through old stuff). We both went to strong private schools after finding public school too easy, but neither of us graduated college early. At my high school, there were absolutely kids there who were smarter than me, and yet they did well in a mainstream (if very selective) private school.

My point is that I think people assume that very high IQ kids can’t function in a regular school environment. That’s mostly not true. “Gifted” does not exclusively mean John Nash or Albert Einstein. Those types of people are savants. They are exceptionally rare.

You contradicted yourself. You said that you and your sister couldn't function in public school, but then insisted that high IQ kids can function in a regular school environment. Of course high IQ kids can function in selective privates or real gifted programs. This is different from modern "gifted" programs that seem to take everyone and then offer at best a mildly accelerated curriculum.

Anonymous wrote:

Anonymous wrote:Speaking from experience: my kids are in AAP. Neither have taken after school tutoring. Neither were test prepped. Both learn really quickly. Both have always been ahead of everyone their age. It is a given that they will do well.

Both of us (parents) have postgraduate degrees. Ivy league education. Good jobs.

Here's my observation: parents I know have had their kids in math programs (Kumon, Russian School, Singapore Math, etc.) and they talk about the investment: their expectation is that their kids will be in the APP program.

Other parents I know don't think highly of the AAP program. Their kids aren't in the program.

Here I am. In a forum I heard about that is constantly bashing the APP program, the kids in the program, the parents, and some of the schools.

What I find comical is the anger and disdain from some of these posters. So much energy and colorful language. I guess those parents would have benefited from a good education...

your horse is really high.

Anonymous wrote:

Anonymous wrote:
To me, “functioning” means getting by. It means going to class and being fine. Not functioning means being actively disruptive in class or not attending class at all, experiencing mental health problems at the school (maybe due to significant bullying), etc.

Where on the functioning vs. not functioning spectrum would you place a kid who is mildly bullied, doesn't fit in with the other kids, and as a result doesn't really have any friends? It's not an uncommon situation for highly gifted kids placed in regular schools.

Anonymous wrote:Speaking from experience: my kids are in AAP. Neither have taken after school tutoring. Neither were test prepped. Both learn really quickly. Both have always been ahead of everyone their age. It is a given that they will do well.

Both of us (parents) have postgraduate degrees. Ivy league education. Good jobs.

Here's my observation: parents I know have had their kids in math programs (Kumon, Russian School, Singapore Math, etc.) and they talk about the investment: their expectation is that their kids will be in the APP program.

Other parents I know don't think highly of the AAP program. Their kids aren't in the program.

Here I am. In a forum I heard about that is constantly bashing the APP program, the kids in the program, the parents, and some of the schools.

What I find comical is the anger and disdain from some of these posters. So much energy and colorful language. I guess those parents would have benefited from a good education...