Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Ability Grouping | 1 |
| Academic Achievement | 1 |
| Admission (School) | 1 |
| Competitive Selection | 1 |
| Gifted | 1 |
| Grade 5 | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| High Achievement | 1 |
| Magnet Schools | 1 |
| Middle School Students | 1 |
| More ▼ | |
Source
| Education Next | 1 |
Author
| Bui, Sa | 1 |
| Craig, Steven | 1 |
| Imberman, Scott | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Evaluative | 1 |
Education Level
| Grade 5 | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| Middle Schools | 1 |
Audience
Location
| United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkBui, Sa; Imberman, Scott; Craig, Steven – Education Next, 2012
Three million students in the United States are classified as gifted, yet little is known about the effectiveness of traditional gifted and talented (G&T) programs. In theory, G&T programs might help high-achieving students because they group them with other high achievers and typically offer specially trained teachers and a more advanced…
Descriptors: Urban Schools, Gifted, Academic Achievement, Ability Grouping
