GATE is Good for All Students

Abstract

This paper evaluates the comparative performance of several elementary school districts in Northern California which implement either a self-contained GATE (gifted and talented education) program or an alternative mixed-classroom model. The results demonstrate that the self-contained GATE model, by reducing within-classroom disparities in both GATE and non-GATE classes, leads to better academic progress for both GATE and non-GATE children, than the mixed classroom model.