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In this research, school and district gifted coordinators in three states reported on the gifted curriculum in their schools. We also use state administrative data to examine the achievement growth from 3rd to 5th grade for gifted and non-gifted students. We find a limited use of a gifted mathematics and language arts curriculum for gifted students. School gifted coordinators report that school gifted programs focus more on critical thinking skills and creative thinking skills than on accelerated instruction in mathematics and language arts, based on a ranking of 26 different potential curriculum foci. We find that gifted students start 3rd grade with academic achievement that is about two grade levels above the academic level of non-gifted students. However, gifted students have slower academic growth between 3rd grade and 5th grade than non-gifted students. We attribute this to limited opportunities for advanced content.