The Gifted & Talented (G&T) application is closed.
We are currently reaching out to families who applied to let them know if they are eligible or not to attend a G&T program. Not all families will receive eligibility notifications on the same date. The timing of your notification will not affect your chances of receiving an offer.
Offers will be made differently this year. We did not administer a G&T test; instead, families and educators helped identify students for accelerated learning.
Sign up for our Gifted & Talented email list for updates and reminders.
1. Who Can Apply?
All families with children born in 2016 who live in New York City—including those who have temporarily relocated due to the COVID-19 pandemic—could apply this year to G&T programs. This also includes current pre-K public district or charter school students, private or parochial school students, and children who are new to NYC schools.
All G&T programs are expected to welcome and support all students including children with accessibility needs, children with disabilities, children who speak a language other than English, and children in temporary housing. All families, regardless of immigration status, are welcome and encouraged to apply.
2. Current Program or DOE Nomination Form
- For Current Pre-K for All Students. After you submit your child's application, educators from your pre-K school or program will determine if your child is eligible to enter a randomized lottery for a G&T seat, and they will complete a nomination form.
- For Children Not Enrolled in Pre-K for All. After you submit your child's application, we will encourage you to sign up for a pre-K seat: if you do, your child's new program will determine eligibility based on a short remote interview. If you do not choose to enroll your child in pre-K, then the DOE's Early Childhood Team will determine their eligibility, also based on a short remote interview.
Sample Indicators Listed on the DOE Nomination Form
Curiosity: Young children seek meaning. A child’s curiosity is driven by their need to understand what they experience and notice. Young children’s intent to make sense of what they observe and experience is typically evidenced by their questioning and telling us about their observations. Young children find ways to understand their experiences and explain the phenomena they notice. Their curiosity helps them to explore their thinking about the world around them.
|Curiosity in the Early Years ||Indicators |
| Throughout the early years, children’s curiosity prompts exploration and experimentation. They take it upon themselves to learn more – by mimicking, questioning – about whatever has piqued their interest. Research shows, in fact, that selfinitiated activity “makes it possible for young children to be involved in intrinsically interesting experiences that help them to construct understandings of their world, remain focused during activity, and develop a love for learning.” || |
- Is curious about new experiences, information, activities, and/or people
- Asks questions and talks about the environment, people, events, and/or everyday experiences in and out of the classroom
- Creatively expresses ideas verbally and non-verbally
- Enjoys expressive language - plays with words and asks about meaning of words
- Gives reasons for things, using the word “because....”
- Asks questions about why something happens, how something happens, and what will happen in the classroom and beyond. Asks questions beginning with “why,” “when,” “what” or “how”
Play and Child's Approaches to Learning: Young children love to express themselves and engage in creative activities such as dance, music, as well as imaginative and creative play. Children’s play is children’s approach to learning. It is through the act of play that children explore, discover, and develop their sense of self and others. Play is the vehicle for children’s sense-making, inquiry, experimentation, and self-initiated acquisition of knowledge.
|Play and Child’s Approaches to Learning in the Early Years ||Indicators |
| Play is integral and necessary for social, emotional, cognitive, language, and physical development...All types of play are important...Play facilitates brain growth, especially in the frontal cortex where essential cognitive functions reside, including attention, self-regulation, working memory, and cognitive flexibility, all of which are known as executive function... child-directed, spontaneous play is the most important during the early years of birth through age eight... || |
- Talks about experiences or interests, tells stories and/or talks about events with detail in any language
- Exhibits a sense of accomplishment when solving a problem or at completion of a task
- Explores books alone and/or with other children
- Plays with objects and manipulatives via hands-on exploration in and outside of the classroom setting
- Engages in pretend/imaginary play
- Engages in active learning and moves around when learning and exploring
- Shows persistence and interest in working through a problem or challenge
- Engages in artistic expression, e.g. music, dance, drawing, painting, cutting, and/or creating
Relationships and Interactions: For young children, learning is a social event. While children can play and engage in solitary learning experiences, all children benefit from positive social interactions that support their growth and learning. Positive relationships and interactions with adults and peers impact children’s overall development and progress.
|Relationships and Interactions in the Early Years ||Indicators |
|Meaningful interactions with and between children are important and contribute to children’s overall development and well-being.” || |
- Initiates/participates in activities involving other children
- Talks about how to do things with other children — tells ideas and listens to other children’s ideas
- Helps others and shows a sense of empathy
- Enjoys playing alone (enjoys own company) as well as with other children
- Talks about everyday experiences in and outside of school with peers and adults
- Understands and talks about their unique self, e.g. interests, favorites, identities
- Expresses feelings and emotions both verbally and non-verbally
3. Learn if Your Child Is Eligible
Beginning in late spring, we will notify all families who submitted an application whether or not their child is eligible to be considered for admission to G&T programs this year.
4. Understand How G&T Offers Are Made
- All eligible children will then be considered for admission to G&T programs.
- Some of these applicants (such as siblings of current students) will be prioritized for offers, consistent with previous policies.
- If there are more applicants than seats available within any priority group, offers will be made within that group according to applicants’ randomly assigned numbers, as in a lottery.
5. Receive Your G&T Results
Participating families will receive their results—which may include a G&T offer—this summer, ahead of fall 2021.
G&T Offers for Rising First, Second, or Third Graders
For families with children entering first, second, and third grades in fall 2021, offers to G&T programs will be made to children from last year's G&T waitlists. The DOE will not be accepting new applications for these seats.
Learn about Virtual Events
Please contact schools directly or check their websites to learn if they will hold virtual open houses or information sessions. If you missed the virtual G&T information sessions in March, you can watch a video version of our presentation from those events here: