Testing policy alone, not genetics, determines who is labeled gifted

Evidence

As a result, the number of gifted African American children in the district soared 80 percent, and that of gifted Hispanic children skyrocketed 130 percent. Shortly thereafter, the policy shift resulted in a tripling of both black and Hispanic “gifted” students.2 None of the students’ IQs—or genes—had changed. — Harriet A. Washington, A Terrible Thing to Waste, 87

Categorization

• corroborated: 2 independent passages support this claim — Harriet A. Washington, A Terrible Thing to Waste, 87
• XREF: connects to: IQ testing’s inventor never intended it to measure fixed innate intelligence — Harriet A. Washington, A Terrible Thing to Waste, 147; Claiming IQ gaps are immutable functions as a self-fulfilling excuse for inaction — Harriet A. Washington, A Terrible Thing to Waste, 73