What I'm challenging is the pervasive perception that this is a superior program for the smarter and better kids that will give them an advantage later on. I'm not knocking the program, or the reason the program was created. I have seen students go from being disengaged, disinterested, even disruptive in class to having huge success after a gifted identification and placement in special education programming. The gifted program can be a great place for students who need it because the regular classroom setting or a regular elementary program is not right for them. The gifted program ends in Grade 10 and provides no advantage with respect to any post-secondary pathways. Unfortunately, this results in a student being placed in an educational program that is not best for their needs. There is so much stress on some kids to "pass" the test and many parents will simply pay for a private screening to get the results that they want.
The word "gifted" and the assumptions made about what that means and what the program is are frustrating to me. This is not different than an IEP supporting a student with a learning disability (where the IEP provides accommodations to help the student use skills that are relative strengths to support and develop skills that are relative weaknesses), or support a student with ADHD (where the IEP provides accommodations that address focus and attention) or any other student with an identified exceptionality. In order to achieve their potential, they require an Individualized Education Program that provides instructional, environmental and assessment accommodations because the children learn differently from others. The gifted program is a special education program for students whose learner profiles do not match the typical child. The psychologist will look at relative strengths, relative weaknesses, and see if there are any domains that are significantly above or below the others before making a determination. There is no "passing" or "failing." The WISC is an IQ test that looks at cognitive ability in various domains. What you're describing is a common misconception that many parents and students have about gifted screening.
The comments below are based on my experience and knowledge as: a student who went through the gifted program, a teacher who taught Grade 3 and facilitated the first stage several times (including conversations with parents before, during and after the process), a teacher who has taught students identified as gifted (though never in a gifted community class), and a Special Education Resource Teacher who has worked directly with the psychological services and has experience with various academic and psycho-educational assessments.
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