Despite the longstanding federal mandate to place students with disabilities in general education classrooms to the maximum extent appropriate, most students with intellectual disability continue to spend most of their time in separate classrooms and schools. In this study, we describe longitudinal educational placement patterns in six states that…

This article presents a large-scale longitudinal study of hundreds of students across the state of Kentucky that participated in a dual-focus mathematics intervention initiative when they were in the third grade. Rather than an exclusive focus on intervention, this initiative focused on both (i) high quality pull-out intervention and (ii)…

This report summarizes a survey of program organizational models used by 50 school districts in Kentucky to provide services to gifted and talented students. Models included: the pull-out model, self-contained classrooms, the cluster model, extra-school or after school programs, advanced placements, mentorships, and academic teams. Following a…