In an effort to better support the needs of PK-12 students identified as gifted or high-ability, school leaders need to be familiar and comfortable with supporting gifted education educators and developing and evaluating gifted education programs. Gifted education educators should have defined roles and responsibilities, and school leaders need to…

Disparities in gifted representation across demographic subgroups represents a large and persistent challenge in U.S. public schools. In this paper, we measure the impacts of a school-wide curricular intervention designed to address such disparities. We implemented Nurturing for a Bright Tomorrow (NBT) as a cluster randomized trial across…

When well-considered and grounded in current knowledge, program evaluations of services to gifted learners can be a powerful tool for increasing practitioners' knowledge and self-efficacy, and for effecting positive programmatic changes. The Arkansas Evaluation Initiative (AEI) in Gifted Education, a Jacob K. Javits-funded project, was implemented…

Mentoring programs are an effective way to offer gifted students authentic learning opportunities. Although there are many mentoring models, the fundamental relationship between mentor and mentee has remained consistent throughout the ages. One mentoring model that has recently grown in popularity is the cross-age mentoring model. In this model,…

The authors describe a survey of graduates of a high school program for the academically gifted and argue that such data, both qualitative and quantitative, can add an important element to the evaluation of a program--in this case, a regional Governor's School--especially by using a Comparison group of high-achieving graduates of the same systems'…

This study examines the current problems affecting Taiwan's gifted education through a large-scale gifted program evaluation. Fifty-one gifted classes at 15 elementary schools and 62 gifted classes at 18 junior high schools were evaluated. The primary activities included in this biennial evaluation were document review, observation of…

The report presents evaluation findings of the Gifted and Talented (G and T) Education program in the District of Columbia Public Schools. An introductory section provides background information and a project description. The evaluation follows the Planning, Monitoring, and Implementing Evaluation Model for Decision Making. An interim report,…

Presents a self-assessment quiz to use in determining if your school's program for gifted students is adequate. (IRT)

A survey was completed in 1994 by 395 students attending the Center for Arts and Sciences (CAS), an enrichment program in Saginaw, Michigan, for gifted and talented students in grades 6 through 12. Highlights of the findings included the following: (1) most students attended CAS because of their own special interests and career plans; (2) most…

This document presents findings of an evaluation of the Gifted and Talented (G/T) Program serving 860 elementary and secondary school students in the Des Moines (Iowa) Independent Community School District. The evaluation was based on a questionnaire approach designed to gather data from program participants and building coordinators. Comments…

The document contains the evaluation report on the Gifted Science Project in Montgomery County, Maryland, a program to identify resources for students in grades 3-8 who are motivated in science. The Project's primary product is a Project Resource File (PRF) listing people, places, and published materials that can be used by individual students. An…

Sample survey forms to evaluate the Jefferson City, Missouri, gifted and talented programs are presented. Intended to assist in planning and development of future programs, separate surveys are addressed to teachers, secondary students, administrators, elementary students, and parents. Surveys request responses describing attitudes toward specific…

The manual is intended to help local education agencies assess the overall quality of its programs and services for academically gifted students. The approach can aid in future planning by measuring the extent to which current goals are being met. Chapter 2 outlines the program goal approach and sets forth three major goals (and their related…

This report describes research on the portfolio process that the Oceanside (California) Unified School District uses to identify and plan instruction for students in the Gifted and Talented Education (GATE) program. The report is based on interviews conducted with educators in two elementary schools that participated in the GATE curriculum,…

This guidebook aims to provide clear, non-technical descriptions of procedures for evaluating the effectiveness of local gifted education programs in Virginia. The procedures were developed with both external and internal evaluations in mind. The evaluation process is described in four phases: planning, collecting the data, interpreting the data…