| Abstract: | In this response to Sternberg’s article, “ACCEL: A New Model for Identifying the Gifted,” we agree that IQ testing may have outlasted its usefulness as an identification tool for gifted students. The field’s commitment to an imperfect formula has neglected the evolution of offerings in schools and theoretical underpinnings that are moving us away from an outdated conception of giftedness. IQ testing should be reserved for finding specific forms of high ability and as a diagnostic tool, not as a gatekeeper that continues to perpetuate the underrepresentation of some groups. |
