Evaluating Gifted Programs

2022 ◽  
pp. 263-277
Author(s):  
Elissa Brown
Keyword(s):  
Program Evaluation ◽  
Literature Review ◽  
Gifted Education ◽  
Program Improvement ◽  
Gifted Children ◽  
Gifted Programs ◽  
Gifted Program ◽  
Program Evaluations ◽  
K 12 ◽  
Program Components

Program evaluation is one of the few areas in gifted education that considers the coherence among gifted education program components across the K-12 spectrum. It increases the visibility of the gifted program while acknowledging the fluidity of change in a given context and engages individuals in influencing the nature and degree of changes that can occur within their system. Two key questions in the gifted field are: To what degree do these programs make a difference in the lives of gifted children? How do we know they are working? Program evaluation is a solid and necessary step in answering these questions. Program evaluation is necessary to drive gifted program improvement. This chapter provides the rationale and literature review on gifted program evaluation as well as research-based protocols for facilitating gifted program evaluations and the commensurate processes for ensuring quality, transparency, and comprehensiveness.

Equitable Access, Locale, Funding, and the Alignment to Performance Ratings in Texas Gifted Programs

2021 ◽  
Vol 44 (1) ◽  
pp. 3-30
Author(s):  
Jaret Hodges ◽  
Kacey Crutchfield ◽  
Lindsay Ellis Lee
Keyword(s):  
Program Evaluation ◽  
Hispanic Students ◽  
Proportional Representation ◽  
Performance Ratings ◽  
Future Research ◽  
Gifted Children ◽  
Gifted Programs ◽  
Gifted Program ◽  
Self Assessments ◽  
Talented Students

Self-assessments utilizing designated, objective standards are critical in program evaluation. Although 2013–2014 Texas policy mandated districts self-assess their gifted programs using the community and student engagement performance rating system, little is known about how districts determined their self-assessment ratings. Following gifted program evaluation guidelines from the Texas State Plan for Gifted/Talented Students and the National Association for Gifted Children Pre-K–Grade 12 Gifted Programming Standards, researchers used logistic ordered regression to examine Texas districts’ 2014–2015 locale, proportional representation, and budgetary allotments in relation to gifted program self-assessed performance ratings. Results indicate proportional representation of Black and Hispanic students in gifted programs did not influence school district self-assessed ratings. On the contrary, locale, proportion of Black and Hispanic students to the overall district population, and budget allocation did relate to self-assessed ratings of gifted programs. Future research directions and implications for the use of self-assessments within gifted program evaluation are discussed.

Gifted Program Evaluation: Catalyst for Change or Keeper of the Culture

2019 ◽  
Vol 42 (4) ◽  
pp. 196-204
Author(s):  
Janice I. Robbins
Keyword(s):  
Program Evaluation ◽  
Gifted Education ◽  
Evaluation Studies ◽  
Gifted Students ◽  
Evaluation Process ◽  
Gifted Program ◽  
Program Evaluations ◽  
Stakeholder Groups ◽  
Educational Role

This article presents a view of barriers to effective gifted program evaluation resulting from ineffective tools for measuring growth in gifted students and the human barriers confounding the evaluation process. The role of advocacy in the design, implementation, and utilization of evaluation studies is examined. Long held beliefs and biases related to gifted education are recognized as influencing program evaluations. The recognition of the strengths and challenges inherent in the educational role of specific stakeholder groups is presented. Suggestions for developing an emerging cadre of advocates for gifted education are detailed.

scholarly journals Evaluation of Gifted Programs: Current Practices

1993 ◽  
Vol 16 (2) ◽  
pp. 190-200 ◽  
Author(s):  
Scott L. Hunsaker ◽  
Carolyn M. Callahan
Keyword(s):  
Private School ◽  
Program Improvement ◽  
Promising Practices ◽  
University Of Virginia ◽  
Evaluation Design ◽  
Gifted Programs ◽  
Analysis Techniques ◽  
Gifted Program ◽  
Program Evaluations ◽  
The University

In an effort to describe current gifted program evaluation practices, a review of articles, ERIC documents, and dissertations were supplemented by evaluation reports solicited by The National Research Center on the Gifted e) Talented at The University of Virginia from public school, private school, and professional sources. Seventy evaluation reports were received. These were coded according to ten variables dealing with evaluation design, methodology, and usefulness. Frequencies and chi squares were computed for each variable. A major concern brought out by this study is the paucity of evaluation reports/results made available to the NRC G/T. This may be due to a lack of gifted program evaluations, or to dissatisfaction with evaluation designs and results. Other concerns included lack of methodological sophistication, reporting, and utility concerns. Some promising practices were apparent in the studies reviewed. A large sub-set of the evaluations were done for program improvement and employed multiple methodologies, sources, analysis techniques, and reporting formats with utility practices that produce needed changes. In addition, most evaluations focused on a number of key areas in the gifted program rather than settling for generalized impressions about the program.

Educating Gifted Children in Turkey: A Retrospective Analysis and the Current State

2021 ◽  
pp. 105678792110503
Author(s):  
Ahmet Bildiren ◽  
Mahmut Çitil
Keyword(s):  
Literature Review ◽  
Gifted Education ◽  
Historical Perspective ◽  
Relevant Literature ◽  
Gifted Students ◽  
Gifted Children ◽  
Current State ◽  
The Republic ◽  
Resource Rooms ◽  
Current Practices

The purpose of this study was to examine the education of gifted children in Turkey during 1923–2020 from an historical perspective and to evaluate the current practices in gifted education. Drawing from the literature review, we first report on the policies and the legal and corporate advancements implemented in the field of gifted education since the Declaration of the Republic. Subsequently, current practices in Turkey, including Science and Arts Centres, high schools for gifted students, and resource rooms, are evaluated. The results of a review of the relevant literature are discussed in the light of the current situation. In conclusion, it is understood that coherent and consistent policies in the field of gifted education have been developed more strongly in Turkey during the last 30 years, corporate advancements have also increased during this period, and scientific studies have gained an upward enhancement during the last 20 years. Despite all these advancements, it is concluded that current practices have still various deficiencies and should continue to be developed.

Assessment in Gifted Education: A Review of the Literature From 2005 to 2016

2017 ◽  
Vol 28 (3) ◽  
pp. 163-203 ◽  
Author(s):  
Thuy Hong Cao ◽  
Jae Yup Jung ◽  
Jihyun Lee
Keyword(s):  
Gifted Education ◽  
Gifted Students ◽  
Future Research ◽  
Assessment Instruments ◽  
Gifted Programs ◽  
Gifted Identification ◽  
Research Attention ◽  
Gifted Program ◽  
Crucial Component ◽  
Gifted Education Programs

Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in gifted education published in the period from 2005 to 2016. We suggest that gifted assessment research has witnessed notable advances, which are apparent in both the extensive range of assessment instruments/methods that now exist and the diverse ways in which assessment data are now used. Future research attention nevertheless appears to be necessary on the optimal approaches to (a) use multiple criteria in gifted identification, (b) address the disproportionate representation of disadvantaged groups in gifted programs, and (c) promote the development of guidelines for gifted program evaluation.

Culturally Relevant Leadership in Gifted Education: A Systematic Literature Review

2020 ◽  
Vol 43 (2) ◽  
pp. 108-142
Author(s):  
Rachel U. Mun ◽  
Miriam D. Ezzani ◽  
Lindsay Ellis Lee
Keyword(s):  
Gifted Education ◽  
Culturally Relevant ◽  
The United States ◽  
Systemic Reform ◽  
Hiring Practices ◽  
Deficit Thinking ◽  
Review Of The Literature ◽  
Gifted Programs ◽  
Culturally Relevant Leadership ◽  
K 12

Researchers have consistently pointed to teacher deficit views, inequitable identification of policies and practices, and differential access to resources to explain the dearth of traditionally underserved learners in gifted programs across the nation. Culturally relevant leadership is one way to remedy this problem through systemic educational reform at the district and school levels. The purpose of this article is to provide a systematic review of the literature on leadership, systemic reform, and identification and services in gifted education for culturally, linguistically, and economically diverse (CLED) K–12 students in the United States. Drawing from this literature, we report what we know to date on systemic district reforms and their consideration of minoritized populations in gifted education through five themes: systemic bias; equity and excellence; deficit thinking; hiring practices, training, and professional development; and parent and community networks. We then reflect on the potential for equitable systemic reform efforts inclusive of CLED students.

scholarly journals Reflections on Rural Gifted Education in Texas

2020 ◽  
Vol 10 (2) ◽  
pp. 119-139
Author(s):  
Katie D. Lewis ◽  
Cecelia Boswell
Keyword(s):  
Rural Communities ◽  
Gifted Education ◽  
Gifted Programs ◽  
Education Policies ◽  
Rural Districts ◽  
Gifted Learners ◽  
Gifted Program ◽  
Gifted Programming ◽  
Policies And Procedures ◽  
Pedagogy And Curriculum

Rural gifted education historically has struggled with its own identity. Limited research exists on rural gifted programming, effective ways to implement gifted pedagogy and curriculum, and how to maximize limited time, resources, and funding. Rural communities are complex, dynamic entities, full of nuances and guided by a sense of place and rural culture. Faced with limited funding, resources, and time, rural gifted programs struggle to provide consistent quality enrichment to gifted learners. This study reflects on how rural gifted education policies and procedures in Texas have evolved over the last 30 years and the realities of providing gifted programs in rural school districts. Findings highlight a need for written policies and procedures for gifted programing, challenges gifted teachers face in rural districts, and the positives of being educated in a rural gifted program.

An Interview with Carolyn M. Callahan

1993 ◽  
Vol 16 (3) ◽  
pp. 28-33 ◽  
Author(s):  
Robert J. Kirschenbaum
Keyword(s):  
Gifted Education ◽  
Gifted Children ◽  
School Of Education ◽  
University Of Virginia ◽  
Gifted Programs ◽  
The Board Of Directors ◽  
Enrichment Program ◽  
Gifted Females ◽  
The University

This is the conclusion of Robert Kirschenbaum's interview with Carolyn Callahan. Dr. Callahan is Professor of Educational Studies, Curry School of Education at the University of Virginia in Charlottesville. She is Director of the University of Virginia Enrichment Program. She has been the Editor of the Journal for the Education of the Gifted, President of the Association for the Gifted, and is currently on the Board of Directors for the National Association for Gifted Children. She is on the editorial board of several journals in the field of gifted education. Her publications have often focused on the education of gifted females and the evaluation of gifted programs. In addition, she was chosen as the Outstanding Faculty Member of the Commonwealth of Virginia in 1988. Dr. Callahan was interviewed by phone from her residence in Charlottesville in June, 1990.

scholarly journals School Integration Limits the Ability of Local Norms to Diversify Gifted Programs: A Mathematical Analysis with Implications Related to the Achievement Gap

2021 ◽  
Author(s):  
Russell T. Warne
Keyword(s):  
Mathematical Analysis ◽  
Gifted Education ◽  
National Level ◽  
Gifted Students ◽  
Limiting Factor ◽  
Gifted Programs ◽  
Gifted Program ◽  
Education Community ◽  
Local Norms ◽  
Building Level

Several experts within gifted education have advocated for the use of local norms when selecting students for gifted programs, instead of national-level norms. Local norms compare students to the peers in their school to identify gifted students and are believed to produce a more diverse gifted program. However, one limiting factor on the ability of local norms to diversify gifted programs has been almost completely overlooked in the gifted education community. Through a simplified example, I show in this article that local building-level norms are best at diversifying gifted programs when schools are highly segregated. Conversely, I also show that—when achievement gaps are present and a uniform admissions cutoff is applied—using building-level norms in highly integrated schools produce gifted programs that are highly segregated. In short, the use of building-level local norms trades one form of segregation for another. Implications and recommendations for gifted education and beyond are explored. A preprint version of this article is available at XXXX.

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