Which action towards addressing underachievement in gifted programs is inappropriate?

Announcing high test scores in class does not address the issue of underachievement in gifted programs effectively. While it may celebrate successes and motivate some students, it can inadvertently create pressure or feelings of inadequacy among those who struggle. Instead of focusing on individual progress and support, this action emphasizes comparison over collaboration.

In contrast, conferencing with parents about their children's achievements fosters a supportive environment and allows for discussions on how to address areas of concern. Allowing students to set personal goals encourages them to take ownership of their learning, promoting motivation and self-direction. Providing regular progress meetings creates a framework for ongoing assessment and personalized support, ensuring that students are guided on their educational journeys.