higher expectation and positive perceptions of teachers, peers, and placed students.

In Chapter 9 we review the literature on what works for special education and gifted students. While the research literature provides encouraging findings regarding effective interventions, evidence that looks at racial/ ethnic groups separately was virtually absent. Similarly, there is a paucity of research on the extent to which interventions with documented positive outcomes are used and the difference in utilization among schools in districts with widely differing financial and demographic characteristics.

Our report has covered many different topics, and our recommendations appear in several different chapters. In a final chapter, we revisit the major conclusions of the report. We summarize our answers to the four questions that have structured this inquiry. We then present our recommendations as a consolidated proposal for policy change.