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In this paper we determine how the receipt of receiving gifted and talented (GT) services affects student outcomes. We identify the causal relationship through a regression discontinuity on eligibility guidelines, and find that for students on the margin of elgibility there is no discernable impact. While the peers of marginal GT students improves, grades are found to fall by over 2 points, leading us to suspect invidious comparison to explain lack of achievement. We then examine lottery outcomes for two magnet schools, and find that despite the wider variety of initial student quality that there are no measurable achievement impacts.

Is Gifted Education a Bright Idea? Assessing the Impact of Gifted and Talented Programs on Achievement