ABSTRACT
This chapter considers the gifted program evaluation, as it is integral to the process of gifted programs and the determination of their effectiveness and impact on whole-school improvement. Giftedness on its own is no guarantee of successful academic outcomes, so how a school provides for its gifted students is critical to their development. The chapter focuses on provisions, resources, and systems within the school and community that provide enrichment and acceleration opportunities beyond the differentiated classroom program for identified students. It considers the factors that contribute to the development, management, and evaluation of sustainable, high-quality gifted programs that are effective in meeting the needs of gifted and talented students. Counselling for some gifted students as needed may also be an important component of gifted programs to support their social and emotional development and well-being. Bailey et al. found that "social interaction underlies effective strategies for gifted and talented students", citing several studies that evaluated gifted provisions based on social interactions.
