Maryland's decade of experience in providing programs for gifted and talented students indicates that response to the needs of such students has been strongest when federal, state, and local policy and financial commitments were complementary. The notion that federal financial support is not necessary and may even be counterproductive is demonstrably untrue. The development of Maryland's school-based programs, serving 45,000 students in 1982-83, was promoted by financial support from federal and state sources, as was the creation of demonstration schools at the senior, middle, and elementary school levels. The creation of staff development centers and projects within local school systems was made possible by support from federal, state, and local sources. Also reflecting the power of integrated federal, state, and local policy are Maryland's innovative summer centers, which provide intensive residential programs of study in the sciences, humanities, visual and performing arts, economics, social sciences, psychology, creative writing, environmental studies, mathematics, government, and foreign languages. Initially, the centers were financed with modest state support and federal dollars, but, as state support has increased, federal funds have been shifted to nurture the local staff development centers. (RH)