Gifted Students in the No Child Left Behind Era: Are Their Needs Being Addressed?

The article discusses a study which investigated the effect of classroom placement and overall school academic performance on fourth and fifth grade gifted students's academic achievement. The study involved fourth and fifth graders from a school district in the Central Valley of California, who were divided into two groups. It was found that in both mathematics and language arts, gifted students enrolled in homogeneous class scored higher than gifted students in heterogeneous class. The impact of classroom placement on achievement is examined.