Yes, it's hollow. "Differentiated instruction" is a supplement to ability grouping, not a replacement for it. Even if you divide 60 children in a grade into 3 ability groups, there will still be differences in knowledge and aptitude within the classes that teachers need to deal with. But why make the job harder by maximizing the spread within each class?

http://www.edexcellence.net/comment...ferentiated-instruction-a-hollow-promise
Is differentiated instruction a hollow promise?
Chester E. Finn, Jr.
Fordham Institute
May 01, 2014

It looks to me as if one of the most acclaimed reforms of today’s education profession—not just in the U.S. but also all over the planet—is one of the least examined in terms of actual implementation and effectiveness. How often and how well do instructors, whose administrators and gurus revere the concept of differentiated instruction, actually carry it out? How well does it work and for which kids under what circumstances? So far as I can tell, nobody really knows.

I’ve been roaming the globe in search of effective strategies for educating high-ability youngsters, particularly kids from disadvantaged circumstances who rarely have parents with the knowledge and means to steer them through the education maze and obtain the kind of schooling (and/or supplementation or acceleration) that will make the most of their above-average capacity to learn.

As expected, I’ve found a wide array of programs and policies intended for “gifted education,” “talent development,” and so forth, each with pluses and minuses.

But almost everywhere, I’ve also encountered some version of this assertion: “We don’t really need to provide special programs, classrooms, or schools for gifted children because we expect every school and teacher to differentiate their instruction so as to meet the unique educational needs of all children within an inclusive, heterogeneous classroom.”

A thoroughly laudable goal, say I, but how realistic is it? How well is it being done? And does it really meet their needs, or is it ultimately a politically acceptable excuse for not doing anything special for high-ability children?

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