Once again, gifted and talented programs are in the national spotlight. News stories and opinion pieces debate whether these programs should be expanded, restructured or dismantled altogether. The discussion is passionate, but the question itself is misplaced. The real issue isn’t whether gifted programs should exist. It’s whether schools can see every learner clearly enough to challenge them appropriately.
For too long, too many schools have relied on limited, one-time identification systems that sort students early and seldom reconsider those decisions or gather updated information about potential alongside achievement. The result: Educators often have an incomplete picture of their students’ strengths. When that happens, some learners move ahead quickly while others are left waiting for opportunities that never arrive. The cost isn’t only missed potential; it’s lost confidence, curiosity and momentum.
Seeing every learner clearly
My research in educational measurement has shown that when educators have accurate, detailed information about how students think and solve problems, they can plan instruction that fits each learner’s needs. Cognitive ability assessments such as the Cognitive Abilities Test (CogAT® by Riverside Insights), which I co-authored, were designed to reveal those thinking patterns. Today, I continue developing research-backed assessments that help educators and psychologists understand how students learn, not just what they’ve learned.
These tools provide schools with a more comprehensive view of student potential. A child who performs modestly on a reading test might have strong spatial reasoning skills that predict success in science or math. Another might show strengths in verbal comprehension that aren’t yet visible in classroom performance because they need more confidence or engagement. When educators recognize these strengths, they can challenge students in ways that foster both confidence and growth.
Traditional identification practices were designed for convenience, not precision. They rely on a single test or cutoff score to decide who qualifies for enrichment or specialized programs. But learning doesn’t unfold in a straight line. Students develop at different rates, and strengths may emerge later, depending on opportunities, experiences and encouragement. When systems fail to revisit identification, they often freeze early advantage in place.
Districts that have modernized their processes are demonstrating what’s possible. By using multiple measures, regularly reviewing placement decisions, and comparing students’ results to those of local peers, they’re uncovering learners who might have been missed. Once given the right level of challenge, these students often progress faster than anyone expected. The lesson is clear: More information leads to better placement and better outcomes for all learners.
What effective identification looks like
Evidence-driven districts now screen all students at key grade levels, rather than relying on referrals. This approach ensures that capable learners aren’t overlooked simply because no one nominated them. Others have introduced multiple on-ramps, providing students with new opportunities to enter advanced learning as their skills develop. These systems treat placement as a living process, not a permanent label.
Reporting practices are changing, too. When teachers and families receive clear information about students’ reasoning abilities, discussions shift from “Is this student gifted?” to “What kind of challenge will help this student grow next?” That small shift in language changes everything: it centers the conversation on learning progress, not on status.
Identification should never be an endpoint. Its purpose is to inform teaching so that every student experiences meaningful challenge. That requires more than data collection; it requires using that data thoughtfully to match instruction to each learner’s current level of readiness.
Building such systems takes planning and support for educators. Districts need tools that capture different types of reasoning — verbal, quantitative, spatial — and training to help educators interpret results. They need procedures to review placement periodically so students have opportunities to move as their skills develop. When these elements are in place, classrooms become more responsive and instruction more precise. Teachers know where each learner stands, and students feel both seen and stretched.
Reframing the public conversation
The renewed debate over gifted and talented programs presents an opportunity to advance the national conversation. Instead of focusing on who gains access to special programs, we can focus on how to ensure every student is appropriately challenged. Gifted classrooms will always serve an important role, but they should exist within a larger system built to identify and nurture potential wherever it appears.
That shift from exclusivity to clarity changes everything. When schools can pinpoint each learner’s strengths early and monitor growth over time, they create conditions where potential can develop naturally. Every student, in every classroom, benefits from instruction that is tailored to their needs.
As a roadmap for districts, leaders can start by asking three simple questions:
- Do we evaluate all students’ learning potential using objective, research-based measures of reasoning and ability?
- Do we review placement decisions regularly to reflect student growth?
- Do we provide test results in ways that help educators take action based on student readiness and progress, not just labels?
If the answer to any is no, the district has an opportunity to strengthen its approach. Universal screening, multiple entry points, and ongoing review cycles are practical ways to ensure no student is overlooked.
Every child deserves to learn at the level that inspires effort and curiosity. That’s only possible when schools have a clear, evolving picture of each learner’s potential. As the public debate over gifted education continues, it’s time to move past questions of elimination or expansion. Real progress will come from precision — from providing educators with the insights they need to see every student, understand their learning needs, and help them rise to meet their full potential.
That’s what it means to serve all students well.
Opinions expressed by SmartBrief contributors are their own.
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