Gifted & Talented programs offer accelerated instruction to eligible elementary school students in New York City.
For Children Interested in Kindergarten G&T Programs in Fall 2024Families whose children are applying for kindergarten for the 2024-2025 school year can express interest in G&T programs through submitting a kindergarten application. The Kindergarten application opens December 5, 2023 and closes January 19, 2024. All children born in 2019 are eligible to apply.
For Children Interested in Grades 1, 2, 3, or 4 G&T Programs in Fall 2024
Current kindergarten, 1st, 2nd and 3rd grade families who are interested in G&T more information will be available in early spring of 2024. Eligibility will be based on report card grades. You can sign up
here for updates.
G&T Admissions for Children Entering Kindergarten in Fall 2024
This process is for kindergarten G&T programs. If you list G&T programs on your application, eligibility will be determined after you apply. Students will be considered for eligibility based on behaviors that may indicate readiness for accelerated learning.
Eligibility Process
This varies a bit depending on where (and whether) a child currently attends pre-K.
- For current pre-K students at DOE/district schools, Pre-K Centers, NYC Early Education Centers (NYCEECs), or charter schools:
- Anyone who adds a G&T program to their kindergarten application will be evaluated by their current pre-K teachers.
- For current pre-K students at private or parochial school programs, or for children who are not yet in school:
- Interested families apply by listing a G&T program on their kindergarten application.
- After the application closes, DOE's Division of Early Childhood Education contacts applicants to set up interviews.
- Then, interviews take place.
- Based on these interviews, early childhood education experts nominate eligible applicants for G&T admissions.
As teachers consider a student's readiness for accelerated learning, they are asked to consider how learning behaviors might be demonstrated and/or be presented based on each child’s unique developmental trajectory by thinking about:
- the entire year’s learning experience with each individual child;
- each individual child holistically;
- each child from a strengths-based perspective;
- observed behaviors that may occur more than once (consider a wide range of observations and not a minimum/maximum number);
- the various and many ways children express what they know and are able to do;
- The end-of-year expectations as outlined in The New York State PreKindergarten Learning standards.
In addition, teachers are asked to consider the DOE’s policy of ensuring equal education for all students without regard to their actual or perceived race, color, creed, ethnicity, national origin, citizenship/immigration status, religion, gender, gender identity, gender expression, sexual orientation, disability, or weight.
Teacher/Program Nomination Form contains three sections. Teachers are asked to use authentic assessment data collected throughout the 2022-23 school year, to check the behaviors a child demonstrates. Children do not need to display behaviors in each category to demonstrate readiness for accelerated learning.
Section One: Curiosity and Initiative
What is developmentally appropriate?
Young children naturally seek meaning. A child’s curiosity is driven by their need to understand their experiences and interests. Young children’s intent to make sense of what they observe and experience is typically evidenced by their questioning and communicating with 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.
Throughout the early years, children’s curiosity prompts exploration and experimentation. Children who are highly curious take it upon themselves to learn more – by mimicking, questioning – about whatever has piqued their interest. Research shows, in fact, that self-initiated 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.”
Behaviors teachers are looking for:
- Is curious about new experiences, information, activities, and/or people
- Asks questions and communicates 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 the meaning of words
- Investigates areas of interest
- Knows or remembers a lot of information about a particular topic, usually one of interest
- Pays attention to specific details
- Offers unique responses, ideas or solutions
- Asks questions that promote further inquiry
- Seeks opportunities to challenge and extend learning
Section Two: Approaches to Learning
What is developmentally appropriate?
Young children love to express themselves and engage in creative activities such as dance, music, as well as imaginative and creative play. Play is child’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.
Behaviors teachers are looking for:
- Communicates stories and/or events with detail in home language and/or non-verbally
- Exhibits a sense of accomplishment when solving a problem or completion of a task
- Manipulate objects and materials in novel ways
- Identifies problems easily and finds creative ways to solve
- Figures out why and how things work
- Willing to take risks and experiments
- Shows persistence and interest in working through a problem or challenge
- Experiments with a variety of materials to demonstrate artistic expression e.g. music, dance, drawing, painting, creating
- Becomes absorbed in topics, tasks, and activities
- Learns and connects new information and skills easily and with little practice
Section Three: Perceptiveness and Self Direction
What is developmentally appropriate?
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.
Behaviors teachers are looking for:
- Goal orientated and is self-directed
- Communicates in a variety of ways about how to do things with other children and/or adults
- Demonstrates pro-social problem-solving skills
- Helps others & shows a sense of empathy
- Refuses to do something when the purpose behind the task is unclear or not explained
- Understands and communicates about their unique self, e.g. interests, favorites, identities
- Holds high expectations for self and/or others
- Displays strong sense of justice
- Displays leadership and guides others
- Follows through with plans and decisions
How Kindergarten G&T Offers Are Made
- After all applications are submitted and eligibility is determined, all eligible applicants are considered for offers.
- Offers are determined based on families' application choices, seat availability, and admissions priorities. All G&T programs give an admissions priority to siblings of current students. Some programs also give a priority to applicants who live in a specific district
- Due to limited seats, not all eligible applicants will be made offers.
- Eligible applicants may be placed on programs waitlists if seats are not available.
- All kindergarten applicants who apply by the deadline will receive an offer letter in spring 2024. This offer may be to a Gifted and Talented program or another kindergarten program.
How to Apply
- Eligible families with children entering grades 1, 2, 3 or 4 grade can apply to G&T programs in fall 2023.
- The application will be available in the Spring
Who Can Participate
- For current Kindergarten, 1st, 2nd, and 3rd graders in DOE public schools
- Students are considered eligible if they have course grades of a 3 or 4, or the equivalent, on their report card for Math, Reading and Writing. Students may not have ever had a 1 in any marking period in any of these courses. Available grades for the current school year as of March were used to determine eligibility.
- Eligible students received a letter in the mail inviting them to apply.
- Current students in district G&T programs can only apply to Citywide G&T programs, not other district programs.
- For current Kindergarten, 1st, 2nd, and 3rd graders in charter, private or parochial schools
For your child's application to be considered, be sure to do the following:
- Submit a G&T application online with MySchools or through a Family Welcome Center. AND
- Submit your child's grades to a Family Welcome Center.
- Homeschool grades cannot be used to determine eligibility for G&T programs.
- The DOE will determine which charter private and parochial school applicants qualify as eligible based on converting your child's grades to a 4-point scale.
| Points | 10-100 (Numeric) Scale | 1-4 Scale | IB Scale | U-E Scale | Mastery Scale | A-F Scale |
| 4 | 95-100 | 4(+/-) | IB7 | E, E+ | ME | A, A+ |
| 3 | 85-94 | 3(+/-) | IB6 | E-, G, G+ | MA | A-, B+, B |
| 2 | 75-84 | 2(+/-) | IB4, IB5 | G-, S+, S | MT | B-, C+, C |
| 1 | 65-74 | | IB2, IB3 | S-, N+, N | MP | D, D+, C- |
| 0 | 10-64 | 1(+/-) | IB1 | N-, U | MB | D-, F |
How Grade 1-4 G&T Offers Are Made
- Offers for eligible applicants will be determined based on families' application choices, programs' seat availability, and admissions priorities. All G&T programs give priority to siblings of current students. Some programs also give priority to children who live in a specific district.
- All applicants will receive a results letter. This letter may include a G&T offer and any information about waitlist.
Sign up for updates about the 2024 Gifted and Talented admissions process.