Many academically talented students do not receive appropriate levels of challenge in their classrooms or schools. Recently, several studies conducted by researchers at The National Research Center on the Gifted and Talented investigated classroom practices in U.S. classrooms for high-ability students, finding a pattern of little challenge and differentiation for academically talented students. The Classroom Practices Survey conducted by Francis Archambault and a team of researchers examined the extent to which these students receive differentiated education in regular classrooms. Approximately 7,300 third- and fourth-grade teachers in public and private schools were randomly selected to participate in this research; more than 51 percent of this national sample responded to the survey. Sixty-one percent of public school teachers and 54 percent of private school teachers reported that ...

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