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The Davidson Institute Educators Guild team authored this article about the largest gifted program in the nation at the Los Angeles Unified School District for the Spring 2007 Educators Guild Newsletter.
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This full text article by James Kulik is a summary of the major research report by the same name. The findings on ability grouping conclude that it is beneficial for all levels of students. The most dramatic impact is for academically talented students who are offered accelerated classes.
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The debate over ability grouping has continued for many years, with the same research used in support of both sides. To shed some light on this important topic and its impact on gifted learners, a series of questions were posed to Susan Demirsky Allan and Ellen D. Fiedler, experts who have researched and written on this topic.
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Through the use of examples and parent quotes, this article provides parents advice on differentiated instruction.
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This article by Karen B. Rogers offers a synthesis of the research on ability grouping. Rogers addresses five questions about the academic, psychological and socialization effects on gifted learners of grouping for enrichment, cooperative grouping for regular instruction and grouping for acceleration. She includes extensives answers for each.
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This full text article is a book chapter by Ellis Page and Timothy Keith. It explains that "Schooling in a homogeneous group of students appears to have a positive effect on high-ability students' achievements, and even stronger effects on the achievements of high-ability minority youth. Grouping does not seem to affect negatively the achievements of low-ability youth. Indeed, ability grouping seems to have no consistent negative effects on any group or any outcome we studied."
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