OP here. I have not responded because most of the recent posters have no idea what they aretalking about. There were very few minorities (AA or Latinx) in my classes. The only AA student I had in my last three years did get into AAP and I strongly supported that child. Most of my Asian kids did get into AAP and if they had demonstrated gifted behaviors I supported them. The twi instances of kids with high CoGATS and low GBRs were both upper middle class whites. I myself am not originally from the U.S. and have no inherent biases. I solely looked for kids who evidenced gifted behaviors or appeared as if they would be successful in AAP. GBRs are based on observed behaviors. Students who do nothing in class (orally or on paper), get mostly 4s and have high standardized test scores do not demonstrate gifted behaviors and were given low GBRs by me. Interestingly, almost all of the students I had that made AAP with high test scores and low GBRs had a hard time in AAP. I followed up on my students through sixth grade to see how they were doing. Many of the high test score kids who I had given low GBRs to because they never demonstrated evidence of giftedness did poorly and demonstrated nothing to their later teachers that showed they belonged in AAP. a few did but those that didn’t were generallynot motivated. They may have been very intelligent based on test scores but they never demonstrated anything to merit AAP. Less intelligent (based on scores) kids who were motivated and worked hard did much better through 6th grade..

Anonymous wrote:OP has disappeared.

They weren't given unconditional positive regard and pandered to like parents trying to secure a good GBRS score.

OP has disappeared.

Anonymous wrote:

Anonymous wrote:What is your racial/ethnic background?
What was the racial/ethnic breakdown of the kids you sent vs. the kids in your class?
What work have you done to unpack implicit bias?

DP. Similar questions were going through my head. I was wondering whether the two kids referenced above with 140+ cogat but received low GBRS from the teacher were Asian American or immigrant kids.

Just doesn't make sense to me that a kid with 140+ cogat who is otherwise getting 4s on the report card would get a 4 GBRS rating.

.

In our case - yes.

Anonymous wrote:

Anonymous wrote:What is your racial/ethnic background?

What was the racial/ethnic breakdown of the kids you sent vs. the kids in your class?

What work have you done to unpack implicit bias?

DP. Similar questions were going through my head. I was wondering whether the two kids referenced above with 140+ cogat but received low GBRS from the teacher were Asian American or immigrant kids.

Just doesn't make sense to me that a kid with 140+ cogat who is otherwise getting 4s on the report card would get a 4 GBRS rating.

OP said:"Neither ever did anything to evidence advanced abilities but were able to get 4s in subject matter (except for writing) because they studied and could regurgitate what was needed to do well on math, social studies, and science tests. Neither ever contributed to class discussions."

They almost certainly were. OP's comments perfectly fit the "Asian prep robot" trope, where she assumes that the kids who are getting 4s in everything and had exceptionally high test scores aren't really gifted, but instead simply studied and regurgitated. I bet most of the kids with lower test scores that OP pushed in were white.

Anonymous wrote:

Anonymous wrote:
Maybe they were a behavioral nightmare.

If so, then OP really dropped the ball. Gifted kids who are behavioral nightmares are the ones who need gifted programs the most.

My behavioral nightmare 2nd grader was admitted to AAP and yes, it helped.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What is your racial/ethnic background?

What was the racial/ethnic breakdown of the kids you sent vs. the kids in your class?

What work have you done to unpack implicit bias?

DP. Similar questions were going through my head. I was wondering whether the two kids referenced above with 140+ cogat but received low GBRS from the teacher were Asian American or immigrant kids.

Just doesn't make sense to me that a kid with 140+ cogat who is otherwise getting 4s on the report card would get a 4 GBRS rating.

Maybe they were a behavioral nightmare.

No, sounds like they were well behaved,, not behavioral problems.

That was just gross. OP should do some self-reflection.

DP. Even the words she used to describe the students - studied and regurgitate, didn't contribute in class.... Hmm. Where have we heard that before.

Anonymous wrote:
Maybe they were a behavioral nightmare.

If so, then OP really dropped the ball. Gifted kids who are behavioral nightmares are the ones who need gifted programs the most.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What is your racial/ethnic background?

What was the racial/ethnic breakdown of the kids you sent vs. the kids in your class?

What work have you done to unpack implicit bias?

DP. Similar questions were going through my head. I was wondering whether the two kids referenced above with 140+ cogat but received low GBRS from the teacher were Asian American or immigrant kids.

Just doesn't make sense to me that a kid with 140+ cogat who is otherwise getting 4s on the report card would get a 4 GBRS rating.

Maybe they were a behavioral nightmare.

No, sounds like they were well behaved,, not behavioral problems.

That was just gross. OP should do some self-reflection.

Yet another example of why AAP needs reform. It started out as a well-intended program but went severely off the rails.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What is your racial/ethnic background?

What was the racial/ethnic breakdown of the kids you sent vs. the kids in your class?

What work have you done to unpack implicit bias?

DP. Similar questions were going through my head. I was wondering whether the two kids referenced above with 140+ cogat but received low GBRS from the teacher were Asian American or immigrant kids.

Just doesn't make sense to me that a kid with 140+ cogat who is otherwise getting 4s on the report card would get a 4 GBRS rating.

Maybe they were a behavioral nightmare.

No, sounds like they were well behaved,, not behavioral problems.

That was just gross. OP should do some self-reflection.

Anonymous wrote:

Anonymous wrote:What is your racial/ethnic background?

What was the racial/ethnic breakdown of the kids you sent vs. the kids in your class?

What work have you done to unpack implicit bias?

DP. Similar questions were going through my head. I was wondering whether the two kids referenced above with 140+ cogat but received low GBRS from the teacher were Asian American or immigrant kids.

Just doesn't make sense to me that a kid with 140+ cogat who is otherwise getting 4s on the report card would get a 4 GBRS rating.

It's bizarre.

If that was OP who wrote that, then she's nuts.

Anonymous wrote:

Anonymous wrote:What is your racial/ethnic background?

What was the racial/ethnic breakdown of the kids you sent vs. the kids in your class?

What work have you done to unpack implicit bias?

DP. Similar questions were going through my head. I was wondering whether the two kids referenced above with 140+ cogat but received low GBRS from the teacher were Asian American or immigrant kids.

Just doesn't make sense to me that a kid with 140+ cogat who is otherwise getting 4s on the report card would get a 4 GBRS rating.

Maybe they were a behavioral nightmare.

Anonymous wrote:What is your racial/ethnic background?

What was the racial/ethnic breakdown of the kids you sent vs. the kids in your class?

What work have you done to unpack implicit bias?

DP. Similar questions were going through my head. I was wondering whether the two kids referenced above with 140+ cogat but received low GBRS from the teacher were Asian American or immigrant kids.

Just doesn't make sense to me that a kid with 140+ cogat who is otherwise getting 4s on the report card would get a 4 GBRS rating.

OP,

- Were you yourself a gifted student?
- What training did you get to teach and identify GT students?
- What percentage of GT students you picked were Asian-American and White compared to the rest of the class.
- What race do you belong to?
- Were you biased towards Asian-Americans or White students and picked them for AAP even when they were clearly not AAP material.
- Was there ever any GT URM student that you did not place into AAP for any reason?

Anonymous wrote:Does AAP even matter anymore as the county seems hell bent on not opening schools? Even AAP distance learning is well below any learning from a normal school year in gen ed.

How are teachers going to get the AAP kids back to where they should be after losing over a year of school?

Please stop derailing every single thread.