A study examines how much teachers' identification of advanced students depends on teacher subjectivity versus student ability and achievement. The findings are a mix of good and bad news.
As the parent of 3 "twice-exceptional" students, teacher ratings/identification of giftedness seem to depend more on the in-class behavior of the student than on that student's standardized test scores or other demonstrated ability to do advanced work.
In addition, in almost every case, classroom teachers fail to identify advanced students with learning disabilities and/or neurological issues like ADHD, ASD, or sensory integration disorders. Worse, many teachers of AP, IB and TAG classes refuse to provide appropriate accommodations for twice-exceptional students, seeming to believe that accommodating student's documented disabilities provides them with an unfair advantage.
As the parent of 3 "twice-exceptional" students, teacher ratings/identification of giftedness seem to depend more on the in-class behavior of the student than on that student's standardized test scores or other demonstrated ability to do advanced work.
In addition, in almost every case, classroom teachers fail to identify advanced students with learning disabilities and/or neurological issues like ADHD, ASD, or sensory integration disorders. Worse, many teachers of AP, IB and TAG classes refuse to provide appropriate accommodations for twice-exceptional students, seeming to believe that accommodating student's documented disabilities provides them with an unfair advantage.