This article offers ways to cope and provides a broader-based study on the issues that parents of the GT endure. Rogers, K.B. (1991). The relationship of grouping practices to the education of the gifted and talented learner (RBDM 9102). Storrs, CT: University of Connecticut, The National Research Center on the Gifted and Talented.

Argues that the GT population is actually at risk without clustering, and clustering is really only the minimal need for this special population.

Rogers, K.B (2002). "Grouping the Gifted and Talented: Questions and Answers." The Roper Review. 24 (3): 103.

Ways to more effectively use grouping in core subject areas to maximize learning potential for the GT.

Weinbrener, S. And B. Devlin. (1998). "Cluster Grouping of Gifted Students: How to Provide Full-Time Services on a Part-Time Budget." Teaching Exceptional Children. 30 (3): 62.

Focuses more on the resource and budgetary concerns when dealing with the GT populations. Format as "how to" provide services when a budget is not forthcoming.

Vantassel-Baska, J. (2006). "A Content Analysis of Evaluation Findings Across 20 Gifted Programs." The Gifted Child Quarterly. 50 (3): 199+

Research showing that as a nation, the implications point to a severe inequity in GT clustering programs. Not only are the GT being neglected, but not enough schools are implementing appropriate programs for that special population.

Web Based

Rogers, K. (1991). "The Relationship of Grouping Practices to the Education of the Gifted and Talented Learner." The National Research Center on the Gifted and Talented.

http://www.gifted.uconn.edu/nrcgt/reports/rbdm9102/rbdm9102.pdf

Many school districts simply cannot afford a gifted program; there are federal dollars for students who express academic difficulty, but not typically for those who express advanced cognitive maturity. The clustering method solves this for all stakeholders: students are able to excel, the teachers are more engaged and content, parents are happier because the school is challenging their child to work to receive a better education, and the community at large benefits as well.

Rogers, K.B. (2002). Reforming Gifted Education: How Parents and Teachers Can Match the Program to the Child. Scottsdale, AZ: Great Potential Press. http://www.davidsongifted.org/db/Articles_id_10044.aspx

Practical-based study showing untrained teachers and parents how to implement greater GT strategies,...

(1997). "Cluster Grouping Coast to Coast." University of Connecticut NEAG Center for Gifted Education and Talent Development. http://www.gifted.uconn.edu/nrcgt/newsletter/winter97/wintr974.html
Recommendations from the research show that although cluster grouping is being used in many areas of the country with generally positive results, four items could be implemented for a more robust template: 1) Develop criteria for selecting students.; 2) Define the qualifications of, and the selection process for, the teachers; 3) Plan the differentiated experiences for the cluster of gifted students; 4) Plan for support services and special resources.

Coleman, M.R. (1995). The importance of cluster grouping. Gifted Child Today, 18(1), 38-40.

Delcourt, M., & Evans, K. (1994). Qualitative extension of the learning outcomes study (Research Monograph 94110). Storrs, CT: University of Connecticut, The National Research Center on the Gifted and Talented.

Duncan, B. (1989). Program model. Michigan Association of Educators for the Gifted, Talented and Creative (MAEGTC), 9(1).

Gentry, M. (1996). Cluster grouping: An investigation of student achievement, identification and classroom practices. Unpublished doctoral dissertation, University of Connecticut, Storrs.

Gentry, M. And B. Keilty. (2004). "Rural and Suburban Cluster Grouping." The Roper Review. 26 (3): 147+.

Heller, K., et.al. (2000). The International Handbook of Giftedness and Talent. New York: Pergammon Press.

Hoover, S.M., Sayler, M., & Feldhusen, J.F. (1993). Cluster grouping of gifted students at the elementary level. Roper Review, 16(1), 13-15.

Rogers, K.B. (1991). The relationship of grouping practices to the education of the gifted and talented learner (RBDM 9102). Storrs, CT: University of Connecticut, The National Research Center on the Gifted and Talented.

____. (2002). Reforming Gifted Education: How Parents and Teachers Can Match the Program to the Child. Scottsdale, AZ: Great Potential Press.

____. (2002). "Grouping the Gifted and Talented: Questions and Answers." The Roper Review. 24 (3): 103.

Weber, P., & Battaglia, C. (1982). Identi-form system for gifted programs. Buffalo, NY: D.O.K.

Weinbrener, S. And B. Devlin. (1998). "Cluster Grouping of Gifted Students: How to Provide Full-Time Services on a Part-Time Budget." Teaching Exceptional Children. 30 (3): 62.