The National Center for Research on Gifted Education will be receiving $2 million in funding to complete its proposed Phase 2 study. On the basis of the findings from Phase 1, the Center will investigate the effect of attending dedicated gifted classes in core content areas on students’ academic achievement in reading/language arts and mathematics. The Center will compare the reading/language arts and mathematics achievement of gifted students in three different settings: schools offering a full-time gifted-only program with gifted classes in all subject areas, schools offering a part-time gifted-only program with gifted classes in mathematics, and schools offering a part-time gifted-only program with gifted classes in reading/language arts. Additionally, the researchers will examine the effects of removing gifted students from regular education classrooms on the academic performance of high-achieving students not identified as gifted. The researchers will also explore the possible moderating influences of EL status, FRL status, and (separately) identification as Black or Hispanic. This research is being conducted in a large, ethnically, economically, and linguistically diverse urban school district in a state that mandates gifted education identification and programming.

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