Summarizes current research on ability grouping of academically gifted students. Findings show that advanced students benefit more academically than low-ability students from homogeneous grouping; homogeneous groups are more academically and socially beneficial for all abilities than heterogeneous grouping; continuous progress makes an academic difference when combined with other instructional approaches; and small-group learning is academically more beneficial than whole-group learning. (35 references) (MLH)