This quantitative descriptive comparative study compared academic achievement scores and student growth percentiles from a southwestern state's test of third-grade students, identified as gifted and talented, enrolled within a self-contained setting, receiving the William and Mary Language Arts Curriculum and the third-grade students, identified as gifted and talented, receiving the Treasures Common Core Curriculum within a regular setting retrieved from archival data as measured by a southwestern state's assessments between third-grade students, identified as gifted and talented. A convenience sample of 82 participants comprised this study from a southwestern state's elementary school. The study did not show the expected results. The results of the two independent samples t-test indicated that third-grade gifted serviced and nonserviced students were not significantly different on a state's assessment proficiency level scores or student growth scores. The ANCOVA inferential statistical test results indicated that no statistically significant differences existed between a state's test language arts proficiency scores of students based on serviced and nonserviced enrollment, gender, and low socioeconomic status. There was not enough statistical difference in mean scores to affirm that gifted or traditional services were beneficial overall academically. Despite these results of the study, the lack of longitudinal research, and limited sample size, it can be concluded that more research is needed in this particular field of study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]