Student characteristics affecting the recognition of high cognitive ability by teachers and peers

Accurate teacher judgments of student cognitive ability are crucial to effective instruction. Building on a large survey among 7th graders and their teachers, this study considers which student characteristics affect teacher and peer recognition of high ability students. High ability judgments by teachers were found to depend more on everyday school achievement (GPA) than on cognitive ability (IQ) itself, even when teachers were urged to distinguish between achievement and ability. Girls were less likely to be perceived as highly able than boys with similar levels of ability. Parental educational level affected high ability judgment, but only through its relation with school achievement. Both the most engaged and the most bored students were more frequently selected as highly able students. Similarly, peer judgments of highly able classmates depended, net of cognitive ability, on everyday school achievement, perceived engagement and disengagement, and gender, with girls being less likely to be judged as highly able.