IN AN ATTEMPT TO FORMULATE SOME POSITIVE RECOMMENDATIONS AND SUGGESTIONS OF PROGRAM AND POLICY FOR THE ACADEMICALLY TALENTED, MANY ASPECTS OF THE PROBLEM WERE CONSIDERED. QUESTIONNAIRES AND STUDIES SEEKING THE OPINIONS OF SCHOOL PERSONNEL AND AN EXAMINATION OF CURRENT PRACTICES AND PROVISIONS FOR THE ACADEMICALLY TALENTED DELVED INTO THE FOLLOWING AREAS--THE VARIETY AND COMPLEXITY OF SCHOOL ORGANIZATION AT ALL THREE LEVELS AND THE LIMITATIONS IMPOSED BY THE SIZE OF PUPIL ENROLLMENT OF A PARTICULAR SCHOOL, THE VARYING NUMBER OF ACADEMICALLY TALENTED PUPILS IN ANY SCHOOL OR IN ANY GRADE, THE EFFICACY OF GROUPING WITHIN THE CLASSROOM AT ALL SCHOOL LEVELS, THE DESIRABILITY OF SOME FORM OF ABILITY GROUPING, THE RELATIVE MERITS OF ACCELERATION BY GRADE OR SUBJECT, THE ADEQUACY OF ENRICHMENT PROGRAMS IN MEETING THE NEEDS OF THE ACADEMICALLY TALENTED, THE RESTRICTIONS OF GRADE LIMITATIONS, THE BEST WAYS TO PROVIDE EARLY IDENTIFICATION OF THESE PUPILS, THE PROBLEM OF TEACHER SELECTION AND IN-SERVICE TRAINING, THE QUESTION OF INCREASED COSTS FOR ANY MAJOR CHANGES THAT MIGHT BE RECOMMENDED, AND COMMUNITY REACTION TO SUCH PROGRAMS. RESPONSES AND RECOMMENDATIONS WERE GROUPED IN TWO WAYS FOR DISCUSSION PURPOSES--THE GENERAL IDENTIFICATION AND RECOGNITION OF SUCH STUDENTS AND THE DESCRIPTION OF THE ACADEMICALLY TALENTED IN ELEMENTARY SCHOOL, JUNIOR HIGH, AND HIGH SCHOOLS. AN APPENDIX OF THE QUESTIONNAIRES AND LETTERS USED IS INCLUDED.