A Study of Parent Perceptions of Advanced Academic Potential in the Early Grades

Parents are key stakeholders in children’s education; this project, which is part of a larger study about early identification of high potential, focused on parent awareness of the behaviors that indicate high potential and the kinds of resources that would support developing academic potential in the early grades (grades K-2). This project consisted of an online parent survey and a parent workshop with a card sort component in which parents indicated what kinds of resources would be priorities. The study took place in three school districts with large populations of families from low-income backgrounds. A total of 38 parents completed the survey, and 57 card sets were collected during workshops. Findings demonstrated that parents emphasized several key behaviors indicating high potential such as being highly curious; learning quickly and easily; and finding useful, often original ways to spot and solve problems. Overall, parents thought it was important to allow for independence, creativity, and critical thinking, as well as time together for fun and academics. Parents were interested in learning more about the best parenting practices for gifted students, ways to teach their children academic skills at home, and ways to partner with their children’s schools