The REDSIL model for ongoing evaluation of gifted education programs involves interviewing stakeholders, isolating and categorizing critical study issues, designing a data collection plan that uses several forms of qualitative methods, implementing the plan, analyzing data, searching literature relative to each issue, analyzing data again, and…

Course selection of 795 gifted adolescents in a summer residential program differed along traditional gender lines in mathematics, science, and writing/literature. Girls and boys performed equally well in all types of classes; main effects in achievement and motivation were found only for type of class. The Scholastic Aptitude Test served as a…

The evaluation of gifted programs is examined in terms of setting group and individual goals, measurement problems (validity, reliability, precision, ceiling effect, and overtesting), comparison groups (national norms or pre- and posttesting), and implementing evaluation strategies. (DB)

A national survey of 142 public school districts in 1985-86 found a significantly greater proportion of girls than boys enrolled in gifted programs, however this predominance was reversed at grade 10 and continued through grade 12. Implications for high school programs for the gifted and further research are drawn. (Author/DB)

This article reviews barriers to the recognition of and assistance for gifted and talented Black students, focusing on inadequate definitions, theories, and identification procedures. Rationales are presented for reexamining current definitions and broadening the theories of giftedness to include more Blacks. Recommendations are provided for…