This is a quantitative study using archival data to focus on the achievement of students identified as gifted and talented in four schools in the Midwest in the same district. This study attempted to find if differences in student reading performance existed between 27 students identified as gifted that were placed in a homogeneous classroom compared to those placed in heterogeneous classrooms. The researcher used the Measure of Academic Progress (MAP) data from 2010 to 2014 in reading growth scores. The independent variable is heterogeneous and homogenous grouping classification and the dependent variables are all continuous and consist of the aggregate student achievement (MAP) growth scores in reading. Overall the homogeneous did not show a continuous amount of growth compared individually to the other three schools over a four-year period, but showed the greatest amount of growth from 2011 to 2014.
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Grengs, K. L. (2015). A Study Comparing Academic Achievement in Reading of Gifted Students in Homogeneous and Heterogeneous Grouped Settings [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/245