ABSTRACT
This article addresses two related situations that result from widespread use of individualized intelligence testing for admission to Missouri gifted educational programs in elementary and secondary schools. One is that students are placed on waiting lists with rank ordering determined by the same-IQ tests that qualify them. The second is that IQ testing sometimes serves as both qualifier at entry, and as a program outcome measure. The implications of these two problems are discussed. A case analysis of one school district’s selection criteria is presented.
