A continued concern of teachers is that of adjusting instruction to meet the varying abilities of pupils within a classroom. Cincinnati initiated a program in 1959–60 to provide opportunity for able children in arithmetic in Grades 3–6 to proceed at a rate commensurate with their ability. Generally, two groups moving at different rates a re formed within the class.
In 1959–60 the Cincinnati Public Schools initiated a five-year experiment of arithmetic acceleration in selected schools in Grades 3 through 6. The plan was to provide a more challenging program of arithmetic instruction for capable pupils.
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