This is the third publication in a series of three reports that summarize the results of Ohio's Javits Project, a 3-year federally sponsored program to improve the identification of and services to young economically disadvantaged gifted children in 25 Ohio schools. This report provides information about the successes of the project teams in improving identification and service delivery practices. The overrepresentation and underrepresentation of ethnic groups in traditional gifted programs are discussed. The benefits to providing gifted services in the regular classroom, including teacher collaboration and challenges for all students, are highlighted. Noted are the move away from traditional gifted identification methods to a more inclusive multifactored identification process, and the effects of this change as seen in the ethnic composition of identified gifted students before and after the program. Positive transformative learning experiences of participating teachers and the resulting provision of differentiated instruction to gifted students are described. A graph shows the academic and social growth of participating students. Best practices in differentiating instruction to meet individual learner needs include are identified. Appendices include an Ohio Javits Grant abstract and a list of participating buildings and sites. (Contains 20 references.) (CR)