With tightened school budgets, school administrators need to know the short term and long range effects of providing gifted programs at the elementary level. Programming opportunities in elementary school have direct impact on middle school and this, in turn impacts high school and college course selection. This study used the Early Childhood Longitudinal Study (ECLS-K) database to examine the effects of elementary school gifted programming on middle school mathematics placement and achievement. This study also investigated differences among genders, English language learners, minorities, and students living in poverty. Growth of mathematics knowledge from elementary school to middle school was compared between both gifted and nongifted students. Students from schools that offered gifted programming were compared with like-ability students from schools with no gifted programming. Results show (1) attending a school with gifted programming held no advantages for nongifted students; in fact, nongifted students showed a higher rate of growth in schools with no gifted programming, (2) students from underrepresented populations (males, low income, minorities) continue to be underrepresented in advanced classes, (3) growth of mathematics knowledge from elementary school to middle school is not significantly impacted by the presence of a gifted program in elementary school, (4) nongifted students have a higher growth rate of mathematics knowledge than gifted students, and (5) gifted students are more likely to be placed in the highest level mathematics classes in middle school whether they come from an elementary school with gifted programming or not. A major implication is that elementary schools across the nation are not meeting the unique needs of the most talented students. Although this research does not reflect positively on gifted programming in elementary schools, these programs should not be removed. "American education would be harmed by the elimination of programs that provide instruction adapted to the aptitude, achievement, and interests of groups with special educational needs" (Kulik, 1993). Instead, gifted programs need to be examined closely and revamped to ensure that the most capable students' needs are being met. Our brightest students deserve the programming that will empower them to realize their highest potential. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]