A story by my colleague Sarah D. Sparks, who blogs at Inside School Research, wrote about some research in progress about the effectiveness of both in-class gifted programs and magnet schools.
She writes: “The University of Houston researchers who conducted the study found that students in these programs were more likely than other students to do in-depth coursework with top teachers and high-performing peers. Yet students who barely met the 5th grade cutoff criteria to enter the gifted programs fared no better academically in 7th grade, after a year and a half in the program, than did similarly high-potential students who just missed qualifying for gifted identification.”
Read the complete story here.
A version of this news article first appeared in the On Special Education blog.