Patterns of individual scores are used to critique citywide testing of urban children at the beginning of their schooling. Of the 47 children identified as gifted in a citywide assessment, 25 exhibited substantial intra individual differences between skill subscales on a standardized intelligence test. Eighty percent of the children had a perceptual-performance(P) area of strength, and for half of these children, it was the greatest area of strength. Discussion focuses on implications for the education of bright urban children.
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