ABSTRACT
The concluding chapter on gifted program evaluation provides a detailed analysis of the two major chapters that make up this section of the book. It also shares perspectives of the editors on the lessons learned in the implementation of evaluations and the limitations for use of findings in many school districts. Major issues of import that remain include the underrepresentation of students from poverty, students of color, and twice exceptional learners in gifted programs, the underutilization of differentiation strategies and materials in classroom practice, and the gap in building administrator understanding of distinctive gifted learner needs. The chapter also chronicles the positive outcomes of using evaluation to improve programs and services to gifted learners.
