ABSTRACT
Although gifted programs are found in the majority of school districts across the country, no federal mandate exists for determining which students need programming or what the programming should entail. Consequently, programs for gifted students vary in scope, degree of development, and comprehensiveness. Program evaluation can serve multiple purposes reflected in the classification of an evaluation as either formative or summative. Evaluations can be conducted internally by a team of district employees or externally by a team of experts in both evaluation methodology and gifted education. When determining program effectiveness, district administrators and coordinators of gifted and talented programs may rely on achievement data to document their program’s success. Finally, when an evaluation is conducted internally, stakeholders at large may be more resistant to accepting the findings, particularly if significant changes are being proposed.
