Investigating the status of highly able students through the lens of the Lebanese national policy and the mathematics and science centralized curricula and textbooks

Very few Lebanese students have been able to perform at the highest level in mathematics and science TIMSS, leading belief that current curricula and/or pedagogies are not supporting our highly realize their potentials. In this research, we investigate how national Policy documents centralized curricula, textbooks address needs of students. Teachers’ perceptions role providing for educational is also examined. Through qualitative methods, following data sources were used research aim: policy document analysis, curriculum teacher interviews. Findings indicated no specific Lebanon little evidence curricular provisions attention learners textbooks. The resultant provided important insights into limited knowledge teachers area learners. findings study will inform efforts makers Ministry Education faced with challenge effectively educating most