This study of advanced readers in Reading First (RF) classrooms was part of a larger evaluation of one state's RF implementation. The study's purposes were to (a) assess the longitudinal growth of advanced primary readers as compared with their non-advanced-reading peers over a 3-year timeframe and (b) determine the degree to which RF classrooms…

Gifted children often complain about waiting in class to learn. A qualitative study of 16 children in elementary and middle school in grades 1-8 revealed that sitting and waiting was a universal ingredient of being gifted in those regular classrooms. Children experienced 3 kinds of waiting: school/classroom, instructional, and assignment. Grounded…

A classroom teacher's unique perspective is valuable when considering students for gifted and talented programs. We developed a series of 11 student profiles to measure 290 preservice and 95 in-service teachers' attitudes and asked them to indicate how strongly they believed the students in the profiles should or should not be recommended for…

This case study describes a rural school district's efforts to identify historically underrepresented gifted students (HUGS) more effectively than in the past. The district developed new policy; disseminated the policy with lists of characteristics of HUGS; provided a workshop for first-grade teachers to encourage early referrals; and provided…

This study investigated the ability of teachers to accurately rate the cognitive and academic functioning of 1,375 students in kindergarten through the third grade on the Clinical Assessment of Behavior (CAB), as compared to two objective cognitive ability tests. CAB teacher ratings were compared for high-ability students who were currently…