A COMMISSION WAS SET UP BY THE STATE LEGISLATURE TO IDENTIFY GIFTED STUDENTS AND TO CONDUCT RESEARCH TO FIND THE BEST METHODS FOR TEACHING THEM. PILOT CENTERS IDENTIFIED THE GIFTED THROUGH TESTS AND RATINGS AND DEMONSTRATED TEACHING PROCEDURES AS LISTED IN THE SURVEY RESULTS. THESE SCHOOLS WERE SURVEYED IN 1960 TO DETERMINE WHAT PROGRAMS WERE BEING SUCCESSFULLY USED IN ELEMENTARY AND SECONDARY SCHOOLS. OF THE 214 HIGH SCHOOLS REPORTED, 91 USED EXTRA STUDENT LOADS (FIVE SOLIDS IN HIGH SCHOOLS), 70 PROVIDED ENRICHMENT IN REGULAR CLASSES, 71 SCHOOLS USED ABILITY GROUPING. ABILITY GROUPING INVOLVED THE GREATEST NUMBERS OF STUDENTS AND TEACHERS. IT WAS COMMON PRACTICE TO FORM SPECIAL INTEREST GROUPS OF CLUBS. SEMINARS WERE PROVIDED FOR GIFTED STUDENTS IN SIX SCHOOLS. ACCELERATION WAS ACCOMPLISHED IN SEVEN SCHOOLS BY STUDENT'S SKIPPING A GRADE. SKIPPING GRADES WAS RECOGNIZED AS UNWISE IN MANY CASES BECAUSE VERY FEW SCHOOLS HAD FACILITIES FOR PERMITTING STUDENTS TO DO 2 YEARS WORK IN 1, OR 3 YEARS IN 2. SPECIAL CLASSES FOR STUDENTS WITH AN INTELLIGENCE QUOTIENT OF 130 OR OVER WERE INCREASING. THIRTEEN SCHOOLS HAD THIS PROGRAM. MOST ELEMENTARY SCHOOLS USED ABILITY GROUPING OF GIFTED STUDENTS ON A PART-TIME BASIS BECAUSE MANY OF THE SCHOOLS WERE SMALL. ENRICHMENT WAS USED QUITE FREQUENTLY IN THE REGULAR CLASSROOMS. ALTHOUGH THERE WAS SOME FACULTY RESISTANCE TO FULL-TIME ABILITY GROUPING, 68 OF THE 369 LARGER REPORTING SCHOOLS PROVIDED THIS PROGRAM. SIXTY-FIVE SCHOOLS USED SPECIAL INTEREST GROUPS MEETING IRREGULARLY DURING THE DAY. ELEMENTARY SCHOOLS FACED THE SAME PROBLEM IN ACCELERATION AS THE HIGH SCHOOLS. IN ONE OTHER SURVEY, IN THE HIGH SCHOOLS, STUDENTS DID NOT SEEM TO BE THOROUGHLY CHALLENGED IN THEIR COURSES. ANOTHER REVEALED THAT THERE WAS A GOOD BIT OF IGNORANCE AND CONFUSION ABOUT COURSE OFFERINGS, IMPLYING THAT BETTER COUNSELING SERVICES WERE NEEDED. THESE STUDIES RESULTED IN THE PASSING OF LEGISLATION IN 1961 OF BEHALF OF GIFTED STUDENT PROGRAMS.