A New Paradigm for Gifted Program Evaluation: From Standards to Utility Using Research-Driven Guidelines

• In Event: Roundtable Session 6
  In Roundtable Session: Educational Policy in Relation to Giftedness, Creativity, and Talent

Abstract

This study evaluated a gifted program in a large school system that had shifted from a gifted paradigm to a talent development paradigm. The evaluation addressed alignment with NAGC standards and best practices, stakeholder perceptions of effectiveness, and program quality across four focus areas: identification, curriculum, professional development, and overall program quality. A developmental evaluation framework was used to support data-driven decision-making (3DM) by program managers and the system’s School Board. Results of the evaluation indicated the program was strong, but could improve in ways that would provide a model for advancing the field. The 3DM and developmental evaluation enabled the quick production of an implementation plan for the recommendations, and could serve as a model for evaluating gifted programs.

Authors

• Lori C. Bland, George Mason University

• Beverly D Shaklee, George Mason University

• Anastasia Kitsantas, George Mason University

• Angela D. Miller, George Mason University

• April A Mattix, George Mason University