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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 Carol L. Tieso examines some of the eduational options that may be revived by the press for research-based curricula initiated by the No Child Left Behind Act. It "represents a review of the literature of best practices, both instructional and curricular, that may lead to increased achievement among America's gifted and talented youth, whether they reside in an enrichment or resource room or the regular classroom. The review suggests that flexible ability grouping, combined with appropriate curricular revision or diffe...
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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 article discusses six commonly held beliefs that are often used as justification not to provide specialized programs for the gifted, specifically related to ability grouping. This article cites reputable studies in gifted education, and should be informative and useful for those advocating for gifted students.
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In this informative article, Dr. Suzanna Henshon interviews Dr. Miraca Gross, a Professor of Gifted Education, and Director of the Gifted Education Research, and Information Centre (GERRIC), at the University of New South Wales in Sydney, Australia. Miraca is a leading international authority on the education of gifted and talented children, particularly in the areas of ability grouping, acceleration, socio-affective development, and the highly gifted.
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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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