Relates to screening for gifted and talented students

◆ The sponsor's argument

Why Toby Ann Stavisky says this is needed

New York State does not mandate cognitive assessments of schoolchildren by educational administrators. Yet, cognitive assessments-such as the Cognitive Abilities Test (CogAT)-remain credible tools for ascertaining levels of acuity in children. Administrators and teachers use these Hassessments to tailor instruction to particular developmental strengths and needs so crucial to cognitive development and academic success (particularly on standardized examinations). Cognitive assessment tools have the potential for improving access to specialized instruction and enhancing academic achievement especially among social economically, disadvantaged populations, In 2015, the School Board of Broward County, Florida, issued a report entitled "The Cognitive Abilities Test (CogAT); Screening for Gifted- ness, Predicting Achievements, and Informing Differentiated Instruc- tion." That report showed that 643 second grade students not previously identified as gifted met the CogAT score criteria for consideration for gifted services. It also identified 84't of these students as being from under-represented populations. By requiring cognitive assessment of schoolchildren early in their education, this bill would elevate such assessment methods as normative and credible instruments of cognitive development improve academic performance among diverse student popu- lations. Screening all children would give those students, especially those who do not have an actively engaged parent or guardian, the oppor- tunity to benefit from enhanced instruction based on test results.

This is the sponsor's own case for the bill, quoted from their memorandum. It is not Agora's description of what the bill does.