„Special classrooms for the gifted usually combine ability tracking with changes in curriculum aimed to increase the quality of education. There is ample empirical evidence that this form of grouping is beneficial for gifted students‘ achievement and some evidence for socioaffective benefits, like improved social relationships or more positive attitudes towards subject matters.“
Univ.-Prof. Dr. Franzis Preckel u. a., „Ability grouping of gifted students: Effects on academic self-concept and boredom“ in „British Journal of Educational Psychology“ 80 (2010), 3, S. 452