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"It looks to me as if one of the most acclaimed reforms of today's education profession-not just in the U.S. but also all over the planet-is one of the least examined in terms of actual implementation and effectiveness. How often and how well do instructors, whose administrators and gurus revere the concept of differentiated instruction, actually carry it out? How well does it work and for which kids under what circumstances? So far as I can tell, nobody really knows. I've been roaming the globe in search of effective strategies for educating high-ability youngsters, particularly kids from disadvantaged circumstances who rarely have parents with the knowledge and means to steer them through the education maze and obtain the kind of schooling (and/or supplementation or acceleration) that will make the most of their above-average capacity to learn. As expected, I've found a wide array of programs and policies intended for "gifted education," "talent development," and so forth, each with pluses and minuses."