In her response to the Presidential Address at PES 2014, Dr Shuffelton engagingly shares:

    Like thousands of other Chicago children, my two daughters took the admissions exams for Chicago’s public gifted and talented schools when they were four years old.  After my elder daughter, a precocious reader, took the test, I asked her “how was it?” and she recalled words she’d read correctly and logical puzzles she’d solved.  When she got home, she threw up.  Six weeks later, we were informed that she had a spot in a gifted program.  When it was time to enroll my younger daughter in kindergarten, she also took the exam, though at age four she was more interested in playing with her toy animals than in learning how to read.  “So,” I asked her in the car afterwards, “how did it go?” “THAT was stupid,” she said
    Unlike her sister, she did not qualify for a place in the gifted and talented schools.  But I have to ask: who is smarter?…
                                                                                                                                                                                              (“How Dear the Gift of Laughter”)

Perhaps, as per the multiply challenged whole-child education project (if I am reading the author’s implications correctly), one should also unpack “smarter” as — ultimately — HAPPIER, BETTER OFF with peers and non-peers… 🙂 🙂 🙂

More on PES coming up…