This study investigated the achievement of south Texas public school fifth graders participating in gifted and talented programming compared to the achievement of fifth graders not participating in gifted and talented classification in the area of math to determine if any differences exist. Student achievement of males and females and students identified for free/reduced or full price lunch participating in gifted and talented programs were also examined for differences in achievement levels. Data analysis results indicate that there are significant differences between students who participate in gifted education programs and those who do not. For all results, a negligible effect size was present, indicating the gifted education program had a minimal effect on the scores for the students participating in the program.