How familiar are you with the work of Dr Elise Frattura & Dr Collen Capper?

Quick summary: Books/Publications/Services -
1-Leading for Social Justice: Transforming Schools for All Learners (2007)
2-Meeting the Needs of Students of All Abilities: Leading Beyond Inclusion (2nd edition) (2009)
3-Educational Administration in a Pluralistic Society
4-Capper is editor of Routledge series: Leadership for Equity and Diversity
5-Integrated Comprehensive Systems for Equity (ICSE)

Your Thoughts? Observations? Experiences?
Among all the full range of diversity listed ("including race, culture, social class, gender, sexual orientation, gender identity, ability, language, religion and their intersections"), I do not see academic/intellectual diversity. For example, I do not find acknowledgement of differences in innate ability, native intelligence, IQ, learning capacity, intellectual curiosity, motivation, or interest. Lack of inclusion of these elements appears to deny science and data regarding brain research, neuroscience, psychology.

Although much of the material repeats a theme of avoiding LABELS, it seems that more labels are being applied to students (and teachers) under this plan. For example, cluster grouping of students is not according to ability and readiness to learn, but rather classrooms are to be demographically heterogeneous and are to contain balanced diversity representative of the population... suggesting that children (and teachers) must disclose and the school must maintain a record of each individual's: race, culture, social class, gender, sexual orientation, gender identity, ability, language, religion.

If I understanding correctly, the Frattura/Capper approach places the onus on the teacher(s), not the student, if the student may be failing, falling behind, and/or showing a performance gap in learning as compared with other students assigned to that teacher or teaching team.

I have seen the work of Frattura & Capper paired with edited, abbreviated lists of John Hattie's infuencers: highly valuing effects of peer tutoring, development in lock-step with peers (Piagetian programming)... disregarding factors such as prior ability, acceleration, effort.

The heterogeneous grouping strategy also appears to counter the work of Miraca Gross, who found that gifted students need appropriate academic challenge and true intellectual peers. Lack of meeting these needs may lead to underachievement and a host of other developmental problems, as noted in this article:
Stretching the Gifted
by Emily Parkinson
Financial Review
August 16, 2015
Originally Posted by article: Stretching the Gifted
If your kids are bright they won't do well in Australian classrooms," says renowned educational researcher Professor John Hattie.

He's talking about the top 40 per cent of students, he says, but the problem is worse still if your child is one of the 10 per cent or so of Australian students regarded as gifted.

. . .

Underachievement in gifted students is a national problem, he says, with the proportion of Australian students achieving at the highest level in maths and science in annual decline since 2000, currently sitting at about 15 per cent compared to 40 per cent for those high-achieving nations.

Stretching our brightest kids to achieve their potential became the basis for a Victorian parliamentary inquiry into gifted and talented education in June 2012.

It found that between 10 and 50 per cent of all gifted school students fail to perform at levels at which they are capable, often leading on to behavioral issues and mental health problems. A significant number, somewhere between 10 and 40 per cent, drop out before completing Year 12, the inquiry found.

Do you have thoughts, observations, experiences, questions, impressions to share?
Does the Frattura/Capper plan appear to be a one-size-fits-all approach, for gifted-deniers?
Am I missing something?