The factors which effects gifted students' academic achievement: A meta-analysis

In this meta-analytic review of gifted education literature, the effect size of basic educational practices of gifted education and variables such as curriculum, gender, and socioeconomic status have been calculated. To calculate Hedge's g, databases Sage, Taylor-Francis, ProQuest, Eric, and National Thesis Center has been searched twice between 2007 and 2017 (April). Among more than 18.000 studies 102 experimental and semi-experimental studies have been found. Then, 63 of these experimental studies have met the inclusion criteria. As results of this analysis, regardless of the program, participating a gifted education program is "largely" effective on academic achievement. The effect size of acceleration is the middle (Hedge's g = 0,384), similarly, the effect size of grouping and differentiated instruction are respectfully 0,758 and 1,300. It is discovered that the there is no significant achievement gap between girls and boys. However, there is a "middle" class achievement gap between low SES gifted ones and high or middle Keywords: Gifted student, academic achievement, literature review, meta-analysis.