What happens when you remove gifted students from the regular classroom and provide them with enhanced instruction?
It’s probably not surprising that those students find greater challenges and their achievement increases.
But what may be surprising is the achievement levels of the students who remain in the regular classroom go up as well—particularly when using an intervention developed by Purdue College of Education professor Marcia Gentry.
A $2.2-million grant from the US Department of Education to conduct a national, experimental scale-up study to further study the effects of Total School Cluster Grouping.
