This article has been updated to reflect 2026 data and recent developments.
While nearly all public schools are required to provide specific programs to help support the needs of struggling students, many public school leaders and parents assert that students with gifted abilities should be entitled to the same opportunities.
With the success of these special needs programs, which include one-on-one support, smaller class sizes, and modified curriculum options, many public schools are beginning to apply the same approach for gifted children, creating programs and classes that are targeted to their unique needs and abilities. “TAG” programs, which stand for “Talented and Gifted,” are growing in popularity in public schools. Proponents believe that TAG programs will help gifted students to enhance their own diverse learning abilities.
This video explains what gifted education entails.
Who are “Gifted” Students?
Each TAG student possesses unique and diverse abilities, and subsequently, many public schools and states have their own forms of “gifted” assessments. For example, the Des Moines Public Schools of Iowa have used an array of criteria to assess and identify children for advanced learning services. According to Des Moines Public Schools, TAG students have historically been evaluated using criteria including:
- Students who require classroom/curriculum modifications, including differentiation, advanced class placements, and/or accelerated pacing.
- Students who demonstrate a high potential for advanced learning.
- Student performance scores within the 95th percentile on the Iowa Test of Basic Skills, the Cognitive Abilities Test, and/or the Torrance Test of Creativity.
- Student performance scores within the 90th percentile of the Naglieri Non-Verbal Aptitude Test.
- Students must submit teacher recommendations, a student portfolio, and may also need to engage in additional assessments/tests. While each state and school has its own form of assessing and identifying TAG students, Des Moines’ approach is a solid representation of the intense evaluation process that many schools use.
In 2026, identification practices continue to vary by state and district. The National Association for Gifted Children recommends that gifted identification occur over time and use multiple opportunities and measures rather than allowing a single test to determine whether a student is identified as gifted.
This video explains how to work with schools when dealing with talented and gifted children.
New Public School TAG Programs and Their Benefits
To provide all students with essential accommodations, challenges, and academic support systems, public schools’ TAG programs have demonstrated great strides in recent years. Specifically, Portland Public Schools have been highlighted for their unique approach to meeting the educational needs of gifted students.
According to the district, “Portland's program focuses on meeting the student's instructional level and rate of learning every day in the classroom across the curriculum.” With the Portland TAG approach, TAG teachers assist their students on a case-by-case basis, assessing a student’s cognitive level and abilities in order to constantly challenge the student with appropriate pacing and curriculum content.
Overseeing this process, the Portland School principals engage in staff and parent meetings, and they serve as “on-site resources” for the children in the gifted program. Additionally, Portland Schools provide students and faculty with the assistance of designated TAG staff, who work with various schools and educators in order to enhance the programs and engage in informational support sessions.
In 2026, Portland Public Schools continues to provide Talented and Gifted services for students identified as needing instruction beyond the standard classroom curriculum.
This video reports on the Portland Public Schools' talented and gifted program.
In addition to Portland Public Schools, Lakewood Public Schools of Ohio have also earned attention for their outstanding TAG programs. Specifically, Lakewood Public High School stands out as an institution providing kids with support both in and outside of school. As Lakewood High School reveals, students meeting the unique TAG requirements are provided with an array of rigorous courses, including Advanced Placement and personal research options in order to engage in challenging and fast-paced learning. Adding to this, other services to meet the needs of gifted students include advanced coursework and community activities that enrich the academic experience.
In 2026, Lakewood City Schools continues to provide advanced and enriched opportunities for gifted students. At Lakewood High School, gifted students may take advanced and Advanced Placement classes when they meet district criteria. Eligible students may also participate in College Credit Plus, which allows Ohio high school students to take college courses for both high school and college credit.
In addition to the curriculum perks of Lakewood’s TAG courses, the district also offers advanced students additional learning opportunities as well. Students can participate in enrichment activities that provide more in-depth studies of educational and career topics. Adding to this, students can also participate in various clubs and expos, including engineering expos, community service clubs, and subject-based clubs. With the help of the TAG counselors of Lakewood Public Schools, students requiring extra attention, challenge, and rigor are provided with support both in and outside of the typical classroom.
Current Lakewood gifted services also include differentiated instruction, cluster grouping, advanced and honors courses, and Written Education Plans for qualifying students.
If your child is talented and gifted, he or she needs special public school support to flourish to full potential. Consider the types of TAG programs that have been implemented across the nation and rally your school district to strengthen its support for gifted children.
