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The aim of the present study was to examine elementary and middle school students' (N = 49) perceptions of their gifted and talented program using eight focus group interviews. Qualitative analyses revealed several themes regarding students' academic and social-emotional functioning and how teachers influenced students' experiences within their gifted program. Findings indicated that there were differences between elementary and middle school students' perceptions of how the gifted program affected their academic and social-emotional functioning. Suggestions for educators are provided about the importance of understanding gifted students' experiences of schooling to support the development of these students within gifted and talented programs.

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This report summarizes a comparison of 675 gifted and 322 regular education students (grades 2 or 3) on the incidence of behavior problems as rated b y parents using the Achenbach Child Behavior Checklist (CBCL) and b y teachers using the Teacher Report Form of the CBCL. After controlling for grade and minority status, there were n o significant differences between gifted and regular education students in the incidence of any form of behavior problems as rated b y either teachers or parents. The small group of gifted education students rated as having a clinically high level of total behavior problems did not differ from a comparable group of regular education students in the kinds of behavior problems they exhibited. Agreement between parent and teacher ratings was surprisingly low, indicating the need t o consider both sources of information in evaluating a child's overall behavioral adjustment.