What role does labeling students based on intelligence testing play in education?

Labeling students based on intelligence testing can have significant implications for their educational experiences, potentially leading to both support and biases in placement. When students are identified through intelligence tests, educators may place them in different tracks or programs—such as gifted and talented, regular, or special education—based on their perceived abilities.

This labeling can provide necessary resources and support to those identified as needing greater challenges or specialized assistance, which can enhance their learning experiences. However, it can also lead to biases in how students are seen and treated by teachers and peers. For instance, those labeled as "less intelligent" may not receive the same encouragement or resources, potentially leading to a self-fulfilling prophecy where their performance is affected by lowered expectations.

In contrast, the other options do not fully capture the nuanced impact of labeling based on intelligence. Encouraging all children to strive solely for academic excellence neglects the broader educational goals that include social and emotional development. Promoting equity in resource distribution does not directly relate to the effects of intelligence labeling, as such labels often exacerbate inequities rather than alleviate them. Identifying students for advanced extracurricular activities may be part of the application of intelligence testing, but it doesn't encapsulate the wider implications of labeling in the context of