Understanding Gifted and Talented Eligibility in Maryland

If you are a parent, caregiver, or educator in Maryland, one of the most common questions is how a student becomes eligible for a gifted and talented program. The short answer is that Maryland does not use a single statewide test score or one universal cutoff. Instead, local school systems identify students using multiple measures, with state guidance designed to make the process more equitable and research-based. In Maryland, gifted and talented students are identified by local school systems under state regulations and then served through programs and services approved by those systems. ([marylandpublicschools.org](https://www.marylandpublicschools.org/programs/Documents/Gifted-Talented/Maryland-Model-of-Gifted-and-Talented-Education-A.pdf))

This matters because eligibility is not just about being "advanced" in one subject. Maryland's framework recognizes that giftedness can show up in intellectual, creative, artistic, leadership, or specific academic areas. The state definition also includes students who show the potential to perform at remarkably high levels compared with peers of a similar age, experience, or environment. ([marylandpublicschools.org](https://www.marylandpublicschools.org/programs/Documents/Gifted-Talented/Maryland-Model-of-Gifted-and-Talented-Education-A.pdf))

How Maryland Defines Gifted and Talented Students

Maryland's model describes gifted and talented students as those identified by professionally qualified individuals as having outstanding talent or potential for high performance. The definition includes several possible areas of strength:

• Intellectual ability
• Creative ability
• Artistic ability
• Leadership capacity
• Specific academic fields

That broad definition is important because it means eligibility is not limited to students who excel on traditional academic measures alone. A student may be considered gifted because of advanced reasoning, unusual creativity, strong leadership, or exceptional performance in a subject such as math, reading, science, or the arts. ([marylandpublicschools.org](https://www.marylandpublicschools.org/programs/Documents/Gifted-Talented/Maryland-Model-of-Gifted-and-Talented-Education-A.pdf))

Who Decides Eligibility?

In Maryland, local school systems make the actual identification decision. The Maryland State Department of Education requires each local school system to submit its identification process for approval as part of the annual Local ESSA Consolidated Plan. In practice, this means the state sets the framework, but counties and districts apply their own approved procedures. ([marylandpublicschools.org](https://www.marylandpublicschools.org/programs/Documents/Gifted-Talented/Maryland-Model-of-Gifted-and-Talented-Education-A.pdf))

Because of that local control, eligibility can look a little different from one Maryland district to another. Families should not assume that a sibling, neighbor, or cousin in another county went through exactly the same process. The underlying state expectations are similar, but the screening tools, timelines, and service models may vary by district. ([marylandpublicschools.org](https://www.marylandpublicschools.org/programs/Documents/Gifted-Talented/Maryland-Model-of-Gifted-and-Talented-Education-A.pdf))

What Maryland Requires for Identification

Maryland's current guidance emphasizes several core requirements for identifying gifted and talented students. Local systems are expected to use an equitable process, include all students in the identification pool, and use universal screening. They must also use multiple indicators of potential, ability, and achievement rather than relying on a single measure. ([marylandpublicschools.org](https://www.marylandpublicschools.org/programs/Documents/Gifted-Talented/Maryland-Model-of-Gifted-and-Talented-Education-A.pdf))

According to MSDE guidance, identification should happen as early as possible, but no later than grade 3. Additional identification is expected in the 3-5 and 6-9 grade bands, and districts should document early evidence of advanced learning behaviors in PreK-2. Maryland also expects local systems to identify a significant number of students in every school and at least 10 percent of students in every local school system. ([marylandpublicschools.org](https://www.marylandpublicschools.org/programs/Documents/Gifted-Talented/Maryland-Model-of-Gifted-and-Talented-Education-A.pdf))

That last point is especially important. It shows that Maryland's approach is not meant to be narrow or exclusive. The state's model is designed to find talent across the student population, including students whose strengths may have been overlooked in the past. ([marylandpublicschools.org](https://www.marylandpublicschools.org/programs/Documents/Gifted-Talented/Maryland-Model-of-Gifted-and-Talented-Education-A.pdf))

What Counts as Evidence of Eligibility?

Maryland does not rely on one single test score for gifted and talented eligibility. Instead, districts may use a combination of assessments, checklists, academic data, performance evidence, and other approved indicators. The state's model specifically calls for multiple indicators of potential, ability, and achievement. ([marylandpublicschools.org](https://www.marylandpublicschools.org/programs/Documents/Gifted-Talented/Maryland-Model-of-Gifted-and-Talented-Education-A.pdf))

In practical terms, that may include:

• State or district achievement data
• Ability or aptitude measures
• Teacher observations and checklists
• Student work samples or portfolios
• Performance in advanced coursework
• Evidence of creativity, leadership, or artistic skill

Because districts have some flexibility, families should ask their local school system which measures it uses and how those measures are weighted. A student who does not qualify in one county may still be considered in another if the local identification process differs. ([marylandpublicschools.org](https://www.marylandpublicschools.org/programs/Documents/Gifted-Talented/Maryland-Model-of-Gifted-and-Talented-Education-A.pdf))

Why Universal Screening Matters

Universal screening means schools look at all students, not just the ones who are already high achievers or who are referred by a teacher or parent. Maryland's guidance includes universal screening as a required part of the identification process. This is meant to reduce bias and help schools find students from all backgrounds, including students from underserved groups. ([marylandpublicschools.org](https://www.marylandpublicschools.org/programs/Documents/Gifted-Talented/Maryland-Model-of-Gifted-and-Talented-Education-A.pdf))

This is one of the most important features of Maryland's current gifted and talented approach. Research-based identification practices are intended to make sure that students are not missed simply because they are quiet, new to English, from a low-income household, or not yet performing at the top of the class. ([marylandpublicschools.org](https://www.marylandpublicschools.org/programs/Documents/Gifted-Talented/Criteria-for-Excellence-Gifted-and-Talented-Education-Program-A.pdf))

How Services Work After Eligibility

Being identified as gifted and talented does not automatically mean the same services in every Maryland school system. Once students are identified, local education agencies provide differentiated programs and services designed to develop their potential. Maryland guidance says those services should include academic growth and social-emotional growth, and families should be informed and involved. ([marylandpublicschools.org](https://www.marylandpublicschools.org/about/Documents/OFPOS/GAC/GrantPrograms/LocalESSAConsolidated/FY25-Consolidated-ESSA-Program-GIG-A.pdf))

Depending on the district, services may include enrichment, cluster grouping, subject acceleration, advanced coursework, specialized instruction, or other supports. The key point is that eligibility is only the first step; the program should then match the student's needs. ([marylandpublicschools.org](https://www.marylandpublicschools.org/programs/Pages/Gifted-Talented/gifted-talented.aspx))

What Parents in Maryland Should Ask

If you think your child may qualify, it helps to ask specific questions early. Since eligibility is locally administered, the best source of details is your school or district's gifted and talented office. Maryland's MSDE site also lists gifted and talented contacts by local school system for the 2025-2026 school year. ([marylandpublicschools.org](https://www.marylandpublicschools.org/programs/Pages/Gifted-Talented/gifted-talented.aspx))

• Does my district use universal screening?
• What assessments are used for identification?
• At what grade levels are students screened?
• How are students identified in PreK-2?
• What services follow identification?
• How are multilingual learners and students with disabilities considered?

These questions can help families understand not only whether a child is eligible, but also whether the district's process is likely to recognize the child's strengths fairly. ([marylandpublicschools.org](https://www.marylandpublicschools.org/programs/Documents/Gifted-Talented/Maryland-Model-of-Gifted-and-Talented-Education-A.pdf))

Maryland's Direction in 2026

As of today, Maryland continues to emphasize equity, early identification, and multiple pathways into gifted and talented services. The state's current materials stress that gifted and talented students are found in all schools and in all cultural, ethnic, and economic groups. That message reflects a broader shift away from narrow gatekeeping and toward broader talent development. ([marylandpublicschools.org](https://www.marylandpublicschools.org/about/Documents/OFPOS/GAC/GrantPrograms/LocalESSAConsolidated/FY25-Consolidated-ESSA-Program-GIG-A.pdf))

For families, the practical takeaway is simple: if a child shows advanced ability, unusual creativity, strong leadership, or exceptional academic potential, it is worth asking about screening and eligibility even if the child has never been formally tested before. In Maryland, gifted and talented identification is meant to be a search for potential, not just a reward for already visible achievement. ([marylandpublicschools.org](https://www.marylandpublicschools.org/programs/Documents/Gifted-Talented/Maryland-Model-of-Gifted-and-Talented-Education-A.pdf))

Final Takeaway

Maryland's gifted and talented eligibility process is statewide in purpose but local in execution. The state requires equitable screening, multiple indicators, early identification, and ongoing opportunities to find advanced learners across all student groups. If you live in Maryland and want to know whether your child may qualify, the best next step is to contact your local school system and ask how its approved identification process works. ([marylandpublicschools.org](https://www.marylandpublicschools.org/programs/Documents/Gifted-Talented/Maryland-Model-of-Gifted-and-Talented-Education-A.pdf))

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Information is sourced from publicaly available information and may be inaccurate