Parents' Frequently Asked Questions About Giftedness

How can my child qualify to participate in the gifted program at his or her school?

States have different rules and regulations regarding the identification of gifted students and the types of educational programming available to them. In addition, schools vary in their approach from school to school and district to district. For example, some start identifying and offering services for gifted children in Kindergarten while others do not begin the process until the second or third grade. Parents should secure the gifted education policy or plan from their respective school system to determine the criteria and procedures that have been established for participation in the gifted program. Keep in mind that not all areas of giftedness (intellectual, academic, creative, artistic, and leadership) are addressed by all schools. For additional information read Screening and Identification in Schools on the Parenting TIPs page. State Definitions, Laws, and Resources may also be helpful in determining where your state stands on gifted education.

What is the law regarding gifted education in my state?

Contact your state director for gifted education through your respective state department of education regarding state laws governing gifted education. State Definitions, Laws, and Resources on the Parent TIPs page has direct links to other useful information for the 16-states within the Talent Search region.

How is the new SAT different from the old one? Should I be concerned about how my child will fare on the newer version?

The new SAT Reasoning Test lasts 3 hours and 45 minutes and measures critical thinking, mathematical reasoning, and writing skills. The math test now has some algebra II content, and quantitative comparison questions have been eliminated (i.e., questions that present two quantities and the student must decide which quantity is greater, whether the two quantities are equal, or whether no comparison is possible). The critical reading test (formally the verbal section) includes short and long reading passages with passage-based questions and sentence-completion questions. The analogies (i.e., Bird: Nest as Dog: Doghouse), once considered a hallmark of the test, have been eliminated in the new version. A 60-minute writing test has been added that includes multiple choice questions and a student-written essay. The essay question asks students to develop a point of view on an issue and support it with examples from their studies and experiences. Maximum scores on the new SAT Reasoning Test are 800 on math, 800 on critical reading, and 800 on writing, for a combined score of 2400. For additional information on the new SAT visit the College Board's Web site.

What is acceleration, and how do I know if it is a good option for my child?

Acceleration is the process of allowing high-ability students to progress through school curriculum at a rate faster than the average student. If your child is able to grasp grade-level material quickly or has already mastered the majority of grade-level curriculum offered at his or her school, acceleration might be an option worth considering. For more information on acceleration strategies and suggestions for further reading refer to Acceleration on the Parenting TIPs page. In addition, a recent report, A Nation Deceived (Available for free), contains compelling research in support of acceleration. Parents are encouraged to download and share a copy of this report with school personnel.

My 10-year old is extremely inquisitive and has a long attention span. Could these be signs of giftedness?

Many characteristics are associated with giftedness, and children may manifest their gifts in different ways. In addition, there are also varying types of giftedness (intellectual, academic, creative, artistic, and leadership). Though your observations of your child's disposition are helpful in the identification process, appropriate assessment can provide you with more information regarding the type and degree of giftedness displayed by your child. Read Characteristics of Gifted Individuals and Testing on the Parenting TIPs page for further information.

I think my child may be underachieving. How do I know for sure?

Underachievement is a discrepancy between some measure of the child's ability (i.e., IQ, test scores) and his or her demonstrated achievement (i.e., grades, school production). Sometimes, what looks like underachievement, may, in fact, be a masked learning disability. If you suspect a disconnect exists between what your child is capable of and what he or she is actually demonstrating, it is wise to seek the guidance of a professional psychologist. For more on the characteristics of underachievers and resources to address it Underachievement on the Parenting TIPs page.

How can I assist in providing enriching learning experiences for my child?

Parents can do many things to instill a love of learning in their child and nurture his or her interests. Check with area museums, libraries, colleges and universities, and educational organizations to determine opportunities that might be available to your child during the summer, after school, or on weekends. Duke TIP's summer educational programs, Scholar Weekends, e-Studies classes , and independent learning programs provide excellent enrichment. Duke TIP's Educational Opportunity Guide and Enrichment on the Parenting TIPs page provide other options for you to consider.

How do I resolve disputes with my child's school regarding appropriate placement and programming?

Disputes with schools about appropriate programming can involve negotiation, mediation, due process, and, as a last resort, the courts. It is best to begin negotiations from the bottom up. For example, first try to resolve the problem with your child's teacher, if you are not satisfied with the results, inform the principal and negotiate with him or her. If the issue is still not resolved, involvement of central office personnel (i.e., director for gifted services, superintendent) may be necessary. For more detailed information on resolving disputes see Legal Issues in Gifted Education on the Parenting TIPs page.

How do I select someone to privately test my child?

Several factors must be considered when selecting a licensed psychologist to test your child. See Selecting a Test Administrator on the Parenting TIPs page for more information on this topic.

How can I be certain my high school student is engaged in a rigorous curriculum so that he or she will be a competitive college applicant?

Colleges desire applicants who have engaged in the most rigorous coursework that was available to them at their high school. Advanced Placement courses provide students with the opportunity to complete college-level coursework and earn college credit through examination while still in high school. The International Baccalaureate Programme , available at some high schools, also offers advanced curricular options for students in the final two years of secondary school. Both of these programs are considered rigorous by college admissions offices. If your child has limited course options at his or her high school, dual enrollment, where students enroll in high school and college simultaneously might be a viable option. In other words, your child might take an advanced math class, unavailable to her at her high school, at a local community college, university, or online. For additional information regarding what colleges are looking for among applicants, read the Duke Gifted Letter article, "Getting in: A College Admissions Primer."

What does differentiation look like, and how can I be assured that my child is receiving appropriate instruction matched to his or her abilities?

Differentiation is the modification of the course content, teaching process, student product, and learning environment to better meet the academic needs of students. Gifted students should have the opportunity to be exposed to a variety of content that is abstract, complex, and organized for learning value. The study of various people and methods used by professionals in the content field should also be incorporated into the curriculum. The teaching process should include opportunities for high level thinking, discovery, reasoning, and group interaction. Activities should be open-ended and allow students choice, variety, and the ability to move at their own pace. Student products should result from real problems, be shared with authentic audiences, demonstrate a transformation of content, include a variety of options from which students can self-select, and be appropriately evaluated. Finally, learning environments for gifted children should be learner-center, promote independence, be open and accepting of students, contain complex materials, make use of varied groupings, be flexible, and allow students to move around. Commonly used strategies are detailed in Differentiation on the Parenting TIPs page.

Is ability grouping good for my gifted child?

Ability grouping is the flexible grouping of students based on their individual learning needs. For example, your child may be working above grade level in math and would benefit from being grouped with other students ready to explore the same advanced content. Ability grouping allows teachers to match more readily what is being taught to the learning readiness of the student. Ability grouping should not be confused with tracking. Tracking implies a more inflexible grouping option where students are locked into a particular group regardless of how their abilities and needs may fluctuate over time. In contrast, ability grouping allows groups to change whenever necessary based on student needs.

What exactly is a grade-equivalent score, and what does it tell me about my child's abilities?

Grade equivalent scores are the most misinterpreted scores provided by testing companies. For example, when a score report indicates an eighth grade reading level for your third grader it means that your third grader is reading third grade material as well as an eighth grader would read it. The score report does not mean your third grader is reading at the eighth grade level. After all, eighth grade reading material was not on the third grade test. For additional insight into interpreting test scores see Understanding Testing Lingo on the Parenting TIPs page.

How do I form a stronger relationship with my child's school?

Parents of elementary school children are often very involved at their child's school. Typically, as their children enter middle and high school, parental involvement tapers off. However, most schools welcome continued involvement by parents through volunteering, donation of materials, and participation in parent/teacher organizations. And, even if your middle school child acts embarrassed by your presence at school, keep in mind that they need to see you care through your continued involvement in their education-and deep down, they do appreciate your participation. At the beginning of the school year establish a consistent method for exchanging messages with your child's teachers and let them know that you are willing to assist when needed. Finally, make it a point not just to talk when a problem arises but to communicate about the good things too!

When should I begin college planning with my child?

Ideally, college planning should begin in middle school. Students should begin mapping out the coursework they wish pursue from middle school through high school. Familiarize your child with all the options that are available and develop a plan that will include challenging and rigorous coursework. On family trips, begin visiting college and university campuses in the areas where you vacation. This will allow your child to determine the type of campus he or she would be most comfortable on. Though the real nuts and bolts of the college admission process typically begin in 11th and 12th grade, starting your planning early can reduce stress and ensure that your child has established a solid and competitive resume.

What are the early signs of leadership potential, and how can I nurture these qualities in my child?

Leadership is often neglected as an area of giftedness. It can be displayed at any age, and the skills associated with leadership can be developed in individuals. To learn more about the characteristics of leadership and how you can help nurture leadership potential see Developing Leadership Potential on the Parenting TIPs page.

What are some commonly used intelligence tests, and how do I know which one is best for my child?

Numerous intelligence tests are available and are designed for different age groups and reflect the respective test developer's philosophy regarding intelligence. Most IQ tests ask questions that assess both fluid (ability to solve new problems) and crystallized (knowledge gained through experience) intelligence. Some can be group administered while others require individual administration. Many IQ tests have test score ceilings of around 160. If a child scores 145 or above on such tests, it is often recommended that they be given a test with a higher ceiling (200 +) to ensure that their abilities are accurately measured. In addition, nonverbal measures of intelligence have been developed. These measures are often recommended for children who show visual-spatial strengths, are from culturally diverse backgrounds, are deaf or hard of hearing, or who speak limited English. Most IQ tests are protected and can only be administered by a qualified professional. Schools often maintain listings of IQ tests they deem acceptable, and this is a good place to start when considering a test for your child. A listing of Commonly Used Instruments can also be found on the Parenting Tips page.

Who are the gifted?

There are many definitions of the gifted. The federal definition has transformed over the years. The most recent definition that appears in the No Child Left Behind Act states

The term 'gifted and talented', when used with respect to students, children, or youth, means students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities. (Section 9101(22)) (Page 544)

All areas of giftedness (intellectual, academic, creative, artistic, and leadership) are mentioned in the federal definition. In addition, most state use some form of this or past federal definitions. State Definitions, Laws, and Resources on the Parenting TIPs page lists the state definitions for the 16-states within the Duke TIP Talent Search region. If you reside outside of the Duke TIP region contact your state director of gifted education at your state's department of education to obtain your state's definition of the gifted.

My child is awkward around her peers? How can I help her build better relationships?

Some gifted students struggle with peer relations due to a variety of factors. Sometimes gifted students have difficulty finding true intellectual peers. In other words, they may not have the same interests as other children their age. Often times, such children will prefer older peers or adults when forming friendships. Their advanced maturity also causes them to have more complex expectations for friendships too. Try to connect your child with others who have similar interests and abilities. For example, if your child is interested in science, find a local club or museum that caters to this interest. Participate in summer, weekend, and after school programs designed specifically for gifted students. Participating in such activities will allow your child to meet new people with similar passions, abilities, and concerns. If your child seems excessively withdrawn and uninterested in connecting with others over a prolonged period of time, seek the guidance of a licensed psychologist with expertise in working with gifted children. For more on peer relations and gifted children read the Duke Gifted Letter article, "Finding True Peers."

What can I do if my child is reluctant to attend a residential summer program?

Some middle and high-school aged children understandably are hesitant about leaving the security of their home to venture onto a college campus for two- or three-weeks with hundreds of complete strangers. To help your child prepare for such an experience, get as much information as you can about the prospective program-inquire as to what a typical day is like, secure a course syllabus, and get details pertaining extracurricular activities. Increasing your knowledge about the program will help allay any concerns your child may have. Talk with your child about his or her concerns or fears and gather additional information from the program as needed to address these concerns. If possible, visit the hosting campus and tour the dormitories. Sometimes making the unknown known can make a world of difference. If your child is still reluctant, consider recruiting one of his or her friends to attend too, as there is often safety in numbers! For students who fear failure and thus avoid new risks-eliminate any pressure the child may feel regarding high achievement. Emphasize that participation in the program should not be considered a high-stakes endeavor, but should serve to provide him or her with a challenging and fun experience that is commensurate with his or her abilities. Finally, provide your child with the support he or she needs when confronting this new endeavor. Chances are, having once experienced such a program, he or she will be begging you to return the following year! Read two related articles on the Duke Gifted Letter Web site: "Easing Fears: Unmasking the Mystery of Summer Programs for your Child," and "Spend the Summer Studying? Are you Kidding?"

We're relocating-how can we determine which school in our new community is best for our child?

Read Selecting a School on the Parenting TIPs page for guidance on what factors to consider and what questions to ask of administrators.