Boys are less likely than girls to enter college, a gap that is often attributed to a lack of non-cognitive skills such as motivation and self-discipline. We study how being classified as gifted - determined by having an IQ score of 116 or higher - affects college entry rates of disadvantaged...

We study the impacts of a tracking program in a large urban school district that establishes separate "gifted/high achiever" (GHA) classrooms for fourth and fifth graders whenever there is at least one gifted student in a school-wide cohort. Since most schools have only a handful of gifted...

Education policy makers have struggled for decades with the question of how to best serve high ability K-12 students. As in the debate over selective college admissions, a key issue is targeting. Should gifted and talented programs be allocated on the basis of cognitive ability, or a broader...