Earlier this year the Fordham Institute wrote about the challenge of the gifted gap in our nation’s schools. Put simply, gifted students from disadvantaged backgrounds too often are not identified as gifted, which causes them to lose out on access to a variety of gifted-and-talented programs at their local schools that could accelerate their development and social and economic opportunities.

The report’s authors offer seemingly three solid recommendations toward this end—universal screening for gifted students; identification of gifted students within each school, not just district-wide; and active efforts to counter bias.

Those make sense if we assume gifted programs are a good idea. But in a day and age where we can move past our factory-model schools and personalize learning for all students, such that students can move at their own pace and not grow bored or disengaged and can dive deep into areas of passion, should schools be in the business of placing labels on students designed to sort them?

Count me as unconvinced.