Criteria for Admission


The purpose of having admission criteria is to assure that everyone involved can feel confident that our students are a good match to the planned curriculum.

Age: Students must be entering grades K-6th for the next academic year.

Intellectual Ability: Class content and pace is geared to fit the needs of intellectually gifted students. We suggest providing

  • Proof of acceptance into a gifted school program or
  • A test score ranking at the 95th percentile or above on a nationally normed test (no STARR tests) or
  • Documentation of an IQ of 130 (verbal or visual reasoning) on an aptitude (IQ) test.

These items are recommended but not required in all cases as we know some students are homeschooled and/or have not been tested.

Observations of Giftedness: Parental observations can be helpful to determine qualification. Please review our list of Characteristics of a Gifted Learner.

We expect our students to fit 80-90% of these descriptions. Gifted children are different from other children not only intellectually, but emotionally, socially and spiritually. They ask very high-level questions, which can be intimidating to students of average IQ. The same degree of difference exists between children having an IQ of 100 compared to 70 as exists between those with an IQ of 130 and 100.

Our list, Characteristics of a Gifted Learner, can provide insight and clarification for parents of twice–exceptional students (also known as 2E), which describes children who are intellectually gifted and have some other learning or mild social challenges (i.e. ADHD, dyslexia, visual tracking problems, dysgraphia or sensory awareness difficulties). Kids can also be 3E. Frequently, these students do not qualify for GT programs even though they are gifted; their other issues disguise their high ability. Yet, they can benefit greatly from a program that stimulates their intellectual abilities. Inquiring Minds tries to provide for almost all gifted students regardless of other learning problems and focuses on their strengths. The only children we cannot serve are ones who are excessively disruptive to other students in class or severely socially or logically challenged.

Please contact the Director with questions regarding your child’s specific circumstances. We allow exceptions, recognize multiple intelligences, and acknowledge that test scores and grades are not the only measures of intelligence.

Inquiring Minds accepts students regardless of ancestry, citizenship, ethnicity, family status, gender identity, gender expression, disability, race, color, religion, nationality, ethnic origin, sex, or sexual orientation to all rights, privileges, programs, and activities generally accorded or made available to students in the program. It does not discriminate on the basis of ancestry, citizenship, ethnicity, family status, gender identity, gender expression, disability, race, color, religion, nationality, ethnic origin, sex, or sexual orientation in administration of its educational policies, admissions policies, financial aid programs, and athletic and other sponsored programs.

child sleeping in books


  • Learns quickly and easily, and retains what is learned; recalls important details, concepts, principles, and comprehends readily
  • Curious about many things
  • Asks thoughtful, searching, and complex questions; shows exceptional interest in the nature of man and the universe
  • Demonstrates abstract thought processes; thrives on complexity
  • May be very intense and/or sensitive; expresses strong feelings or opinions
  • Has an unusually good memory
  • Has an extensive vocabulary and uses complex sentence structure; is interested in the subtleties of words and their uses
  • Is able to express themselves well
  • Uses previously learned data in new contexts
  • Quick to grasp relationships, draw inferences; can generalize from specific facts and can see subtle connections
  • May see many solutions to a problem; solves problems or organizes information in unique ways; shows initiative, flexibility, and originality in intellectual work
  • Discusses and elaborates on ideas, gives complicated/detailed explanations; gets excitement and pleasure from intellectual challenge
  • Demonstrates an early and passionate interest in books and numbers
  • Reads avidly and absorbs books well beyond their years
  • Is well able to order things in logical sequence
  • Shows talent in making up and telling stories
  • May see ambiguity in factual information
  • May be developmentally advanced
  • Has a sustained attention span; shows willingness to persist with challenging tasks for lengthy periods (particularly in their area of interest)
  • May prefer the company of and relate better to older children and adults; can demonstrate social poise and maturity
  • Works independently and uses initiative
  • May be perfectionistic, highly self-critical, likes to be the best at everything
  • Is keenly observant and responsive to new ideas
  • May be a natural leader
  • Exhibits an alert, subtle and highly developed sense of humor
  • May have varied interests; develops one or more interests to considerable depth
  • Has an unusually strong moral sense; may be easily morally outraged
  • May have a high level of energy
  • May exhibit unusual talent in art, music or drama; can show creative ability or imaginative expression

Parents may also found it helpful to read Bright versus Gifted. Click here to download the PDF.

To learn more about how these characteristics impact your child in multiple environments, come to our seminars!