The enrichment triad model and the three-ring conception of giftedness were responsible in the [Page 737]1970s and 1980s for opening gifted education to a much broader group of bright students than had been identified by intelligence tests alone. Nevertheless, Joseph Renzulli, Sally Reis, and Linda Smith found that there were still students with great potential for achievement who were being overlooked. The revolving door identification model (RDIM) was a response to this problem. This entry discusses the background, the various strategies of RDIM, and its advantages for increasing the talent pool.