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Educational Options: Ability Grouping

• Assessment of Gifted Children: Characteristics

  Mathematically Gifted Students: How Can We Meet Their Needs?

  This article discusses the identification of the characteristics of the gifted math student, how school districts comply with the child’s needs, and how teachers can learn the importance of differentiation of instruction.

• Assessment of Gifted Children: Identification

  The Best-Kept Secret in Gifted Education: Above-Level Testing

  This article covers the topic of above-level testing.

• Developmental: Twice Exceptional

  Differentiate or Accommodate?

  This article is the third of a series of articles contributed to 2e Newsletter by Bridges Academy, a school for twice-exceptional students in Studio City, California. Over the school’s 15-year history, its faculty and administrators have had the opportunity to evaluate models and practices suggested by the research of Dr. Susan Baum and other leading scholars; and they will be sharing some of what they have learned.

• Educational Options: Ability Grouping

  Ability Grouping and Gifted Children

  In this short article, the ability grouping and tracking of gifted students are discussed.

  Ability Grouping in Elementary Schools

  This article examines the notion of ability grouping. The author asks and answers these questions: Why use ability grouping? How does ability grouping affect student achievement? What should schools and teachers do about ability grouping?

  An analysis of the research on ability grouping

  This article by James Kulik is a summary of the major research report by the same name. The findings on ability grouping conclude that it is beneficial for all levels of students. The most dramatic impact is for academically talented students who are offered accelerated classes.

  Continuing the discussion of ability grouping

  The debate over ability grouping has continued for many years, with the same research used in support of both sides. To shed some light on this important topic and its impact on gifted learners, a series of questions were posed to Susan Demirsky Allan and Ellen D. Fiedler, experts who have researched and written on this topic.

  Differentiated Instruction for Young Gifted Children: How Parents Can Help

  Through the use of examples and parent quotes, this article provides parents advice on differentiated instruction.

  Grouping the gifted and talented: Questions and answers

  This article by Karen B. Rogers offers a synthesis of the research on ability grouping. Rogers addresses five questions about the academic, psychological and socialization effects on gifted learners of grouping for enrichment, cooperative grouping for regular instruction and grouping for acceleration. She includes extensives answers for each.

  Improving Performance for Gifted Students in a Cluster Grouping Model

  This article is a study that is an example of comparative action research in the form of a quantitative case study that focused on the mandated cluster grouping practices for gifted students in an urban elementary school district. Results indicate that the gifted students in gifted cluster classes demonstrated statistically significant and scientifically meaningful achievement growth, regardless of their demographic group.
  

  Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom

  This article offers advice on instructional and curricular modifications for a gifted child. It also explains the responsibility of schools and teachers in developing giftedness in mathematics.

  The elephant in the classroom

  This article is a book chapter by Ellis Page and Timothy Keith. It explains that "Schooling in a homogeneous group of students appears to have a positive effect on high-ability students' achievements, and even stronger effects on the achievements of high-ability minority youth. Grouping does not seem to affect negatively the achievements of low-ability youth. Indeed, ability grouping seems to have no consistent negative effects on any group or any outcome we studied."

  Tiered Lessons: One Way to Differentiate Mathematics Instruction

  This article is about differentiation. Due to the broad range of academic needs among students, teachers find themselves in a dilemma. The Burris Laboratory School outlines how teachers can reach all the students in their classrooms when they are academically diverse, have special needs, are ESL learners or have some combination of any or all of these factors.

• Educational Options: Acceleration

  We grade-skipped our daughter. Here’s why you should consider doing it, too.

  In this Washington Post article, Jennifer Jeanne Patterson discusses the possible benefits of grade-skipping.

• Educational Options: Tips for Teachers

  Educational Options for Gifted Learners

  This article by the Davidson Institute for Talent Development discusses some of the educational options for gifted learners that have proven effective for exceptionally bright young people. Some of these options include acceleration, credit by examination, compacting, independent study, ability grouping, dual enrollment, early college entry, and more. Ideally, parents and educators are willing to collaborate and implement an educational plan that takes into account the child's intellectual precocity and emotional development.

• Support Materials: Interviews

  Interview with Jim Delisle on Gifted Students and Peer Relations

  In this article, Jim Delisle provides information on the peer relations of gifted students, the differences between an “agemate” and a “peer”, and resources on forming social relationships.

• Talent Development: General Talent Development

  How to Start a School or Program like the Davidson Academy

  This article is based on a collection of resources that the Davidson Institute and Davidson Academy staff compiled to send to people asking how to start a similar school or program.

  Thinking Big about Gifted Education: The Davidson Academy of Nevada

  This article provides information about the Davidson Academy of Nevada, the first free, public school of its kind in the United States for profoundly gifted middle and high school students.