Abstract
Ability grouping of gifted students has been a fairly contentious topic for various reasons. The implementation of the Common Core State Standards (CCSS) has precipitated discussion about the usefulness of ability grouping, with some CCSS advocates arguing against the use of ability grouping. The impact of homogeneous ability grouping on academic self-concept is a frequent area of debate regarding the psychosocial impact of ability grouping. The students generally agreed on the academic benefits of the summer program, but their conclusions about the social impact were somewhat inconclusive, with 25 of 40 responses citing heterogeneous grouping as having more advantages socially. A safe conclusion at this point in time is that ability grouping is associated with limited, positive effects regarding both academic and socioemotional outcomes, but that a great deal of research is still needed on the academic, affective, and motivational effects of various grouping strategies on high-ability students.
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