Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It doesn't mean anything and has nothing to do with getting a slot. It's a mandatory state label and outside of that does nothing. There is no benefit.

Anonymous wrote:Can anyone explain what the GT designation in 2nd grade actually means/does? Does it qualify your child for potential magnet spots in 4th/5th and beyond or other programs?

In other words, what is the benefit of receiving this designation in 2nd?

If GT is meaningless, why are the board members so upset more ESL students weren’t identified?

I think the idea is that the main benefit of GT identification is flagging gifted kids who have been overlooked by teachers who haven't already identified them as gifted/smart/high-potential. So if the methods don't actually find the gifted ESL/poor/URM kids, then there's a big problem, both with the testing bias in the first place (since it's not like white and Asian kids are inherently smarter than Black and Hispanic kids) but especially since it's those very kids who need and benefit from the designation the most.

(Not at all surprised that they have been under-identified in the past few years with a GT process based on MAP scores and class tests-- ie measures of what kids have been exposed to and learned on school-- which is obviously going to miss exactly those kinds of kids and defeats the purpose of trying to find gifted kids who don't stand out to their teachers as smart and in need of enrichment. Will be interesting to see if COGAT is better.)

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It doesn't mean anything and has nothing to do with getting a slot. It's a mandatory state label and outside of that does nothing. There is no benefit.

Anonymous wrote:Can anyone explain what the GT designation in 2nd grade actually means/does? Does it qualify your child for potential magnet spots in 4th/5th and beyond or other programs?

In other words, what is the benefit of receiving this designation in 2nd?

If GT is meaningless, why are the board members so upset more ESL students weren’t identified?

I think the idea is that the main benefit of GT identification is flagging gifted kids who have been overlooked by teachers who haven't already identified them as gifted/smart/high-potential. So if the methods don't actually find the gifted ESL/poor/URM kids, then there's a big problem, both with the testing bias in the first place (since it's not like white and Asian kids are inherently smarter than Black and Hispanic kids) but especially since it's those very kids who need and benefit from the designation the most.

(Not at all surprised that they have been under-identified in the past few years with a GT process based on MAP scores and class tests-- ie measures of what kids have been exposed to and learned on school-- which is obviously going to miss exactly those kinds of kids and defeats the purpose of trying to find gifted kids who don't stand out to their teachers as smart and in need of enrichment. Will be interesting to see if COGAT is better.)

Anonymous wrote:

Anonymous wrote:It doesn't mean anything and has nothing to do with getting a slot. It's a mandatory state label and outside of that does nothing. There is no benefit.

Anonymous wrote:Can anyone explain what the GT designation in 2nd grade actually means/does? Does it qualify your child for potential magnet spots in 4th/5th and beyond or other programs?

In other words, what is the benefit of receiving this designation in 2nd?

If GT is meaningless, why are the board members so upset more ESL students weren’t identified?

Anonymous wrote:It doesn't mean anything and has nothing to do with getting a slot. It's a mandatory state label and outside of that does nothing. There is no benefit.

Anonymous wrote:Can anyone explain what the GT designation in 2nd grade actually means/does? Does it qualify your child for potential magnet spots in 4th/5th and beyond or other programs?

In other words, what is the benefit of receiving this designation in 2nd?

Anonymous wrote:Can anyone explain what the GT designation in 2nd grade actually means/does? Does it qualify your child for potential magnet spots in 4th/5th and beyond or other programs?

In other words, what is the benefit of receiving this designation in 2nd?

Anonymous wrote:Can anyone explain what the GT designation in 2nd grade actually means/does? Does it qualify your child for potential magnet spots in 4th/5th and beyond or other programs?

In other words, what is the benefit of receiving this designation in 2nd?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My non identified child got 99% cogat. I guess MCPS was horrible in identifying last year.

Yup, my non-identified child got a 98% cogat. What's the point of doing all these tests if they aren't used for anything related to CES?

How is that possible? Isn't everyone with a 90% or higher identified as gifted?

m

PP can you clarify — are you saying that your kid didn’t make the CES lottery or they weren’t identified as gifted this year or last? Or just that they didn’t make it into a CES from the lottery?

Being identified as gifted is not equivalent to being identified for CES. CES selection is primarily MapR. A child can get a 98 pct cogat and a 97 pct MapM, but if their MapR was 84 pct, they won’t be identified for a CES….

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My non identified child got 99% cogat. I guess MCPS was horrible in identifying last year.

Yup, my non-identified child got a 98% cogat. What's the point of doing all these tests if they aren't used for anything related to CES?

How is that possible? Isn't everyone with a 90% or higher identified as gifted?

m

PP can you clarify — are you saying that your kid didn’t make the CES lottery or they weren’t identified as gifted this year or last? Or just that they didn’t make it into a CES from the lottery?