I agree, Bostonian.

While it may be true that most moderately gifted children who have not been particularly exposed to academics aren't especially harmed by the practices embraced in late evaluation/identification as a philosophy--

the outliers who are HG/HG+ are disproportionately harmed very greatly by the practice. A child who spends the first three years of school learning NOTHING in that environment has spent all of those hours of mandated attendance learning other things instead.


Schrödinger's cat walks into a bar. And doesn't.