Preliminary findings of the early assessment for exceptional potential project¹

Abstract

This article examines the preliminary results of a three year effort to create and implement a model for the assessment of exceptional potential in students, kindergarted through grade three. In addition, the article examines the impact of the project on the first cohort of 33 primary classroom teachers attitudes and behaviors toward the identification of, and subsequent programming for, young minority and/or economically disadvantaged children of exceptional potential.