Gifted and talented programs are once again under national scrutiny, with conversations swirling about whether they should be expanded, restructured, or eliminated. In a recent SmartBrief article, assessment expert Dr. Joni Lakin argues that the real issue isn’t the existence of these programs—it’s whether schools can see every learner clearly enough to challenge them appropriately.
For many districts, identification still happens through early, one-time tests that rarely get revisited. This creates an incomplete picture: some students are pushed ahead based on early advantage, while others with emerging abilities never receive the opportunities they’re ready for.
The cost is significant, including lost confidence, stalled growth, and untapped potential.
Dr. Lakin’s research highlights a better approach: understanding how students think, not simply what they’ve mastered.
Cognitive ability assessments like CogAT® reveal verbal, quantitative, and spatial reasoning strengths that may not appear on achievement tests. These insights help educators spot hidden potential and match students with the right level of challenge at the right moment.
Modern identification systems reflect this shift. Districts are increasingly using universal screening, multiple entry points, regular placement reviews, and clearer reporting to keep the focus on student readiness rather than labels. These changes help uncover learners who might otherwise be missed, and once challenged appropriately, many accelerate quickly.
This reframes the conversation in classrooms as well. Instead of asking, “Is this student gifted?” teachers and families are asking, “What challenge will help this student grow next?” It’s a mindset that supports all learners, not just those identified early.
As public debates continue, Dr. Lakin encourages districts to focus less on the structure of gifted programs and more on whether their systems can accurately identify learning potential for all students.
Want to dive deeper? Read the full article: How to See Every Student Clearly in Gifted Education.