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Students may select their AP course on this page and look in the column on the left for a link to practice questions. It is never too early to get ready for your AP test in May!
- Visit the National Merit Website for information regarding qualifications and steps to move from being a National Merit Semifinalist to becoming a National Merit Scholar.
- Students may create a khanacademy account to connect it to the PSAT and Collegeboard! Sophomores start practicing now for the PSAT for your junior year, October 2018.
- Sample questions at https://collegereadiness.collegeboard.org/sample-questions are available to prepare for the test. In addition, there are ACT questions of the day at http://www.act.org/qotd/, and SAT questions of the day at https://sat.collegeboard.org/practice/sat-question-of-the-day.
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Bonnie CUrlin, GT Coordinator
2020 GT BROCHURE (coming soon)
Bonnie CUrlin, GT Coordinator
501-779-6437
CURLINB@NLRSD.ORG
Secondary GT parents please complete this survey.
Elementary QUEST parents please complete this survey.
2020 GT BROCHURE (coming soon)
How do I know if they're really gifted?
| The Bright Child (High Achiever) | The Gifted Learner | Possible Problems Associated with Giftedness |
| Knows the answers | Asks the questions | Possible gullibility |
| Is interested | Is highly curious | Takes on too many activities |
| Is attentive | Is mentally and physically involved | Difficulty in accepting the illogical |
| Has good ideas | Has wild, silly ideas: unusual imagination | Viewed as weird by others; feels stifled by lack of creative opportunities |
| Works hard | Plays around, yet tests well | Disruptive in class; class clown |
| Answers the questions | Discusses in detail, elaborates | Tendency to challenge, question authority, unwilling to listen to opinions of others |
| Top group | Beyond the group | Bored with regular assignments |
| Listens with interest | Shows strong feelings and opinions | Dominates the discussion |
| Learns with ease | Already knows | Bored; can become mischievous |
| 6-8 repetitions for mastery | 1-2 repetitions for mastery | Becomes bored and frustrated; dislikes repetition |
| Understands ideas | Constructs abstractions | Frustrated when others don’t understand |
| Enjoys peers | Prefers adults | Receives negative adult attitudes to smartness; viewed as a show-off, odd, superior |
| Grasps the meaning | Draws inferences; thinks “outside the box” | Not interested in details; rejection of the known, need to invent for oneself; invents own systems, sometimes conflicting |
| Completes assignments | Initiates projects | Refuses to do rote homework |
| Is receptive | Is intense; persistent; can concentrate on tasks of high interest for extended periods | Has difficulty with listening skills; may disrupt class routine; feels stifled by restrictions; perceived as stubborn, uncooperative; difficult to move into another topic or task; resistant to interruption |
| Copies accurately | Creates new designs | Viewed as unmotivated when restricted |
| Enjoys school | Enjoys learning; wide, diverse range of interests | Viewed as lack of attention span or concentration |
| Absorbs information | Manipulates information; creates new questions; ideas from existing knowledge | Seen as off task; appear to be day dreaming or not paying attention |
| Technician | Inventor | |
| Good memorizer | Good guesser | Viewed by teachers and others as not paying attention or resistant to learning |
| Enjoys straightforward, sequential presentation | Thrives on complexity | Dislikes shallow curriculum |
| Is alert | Is keenly observant | Occasional resistance to direction |
| Is pleased with own learning | Is highly self-critical | Perfectionist; fears failure, avoids new situations to avoid possible failure; unrealistically high goals |