Investigating the Impact of Gifted Education Evaluation at State and Local Levels: Problems with Traction

Abstract

This article highlights results from 2 gifted program evaluations and a follow-up case study investigating how evaluation data were used. Although program evaluation and evaluation utilization are critical issues in driving gifted program development, literature that shares the results of programs with external evaluations is scant. Common findings across the 2 studies were the absence of data on student learning, the fragmentation of service models across the K–12 expanse, the lack of systemic staff-development strategies, and the lack of meaningful parent involvement. Utilization of evaluation results were mixed. Although respondents cited evaluation as a consciousness-raising experience and an important process in effecting change, they were essentially stymied in their efforts to use the evaluation data to catalyze program improvement, particularly in the short run. Barriers to effective use of data are grounded in the insufficient resource base available to sustain high-quality programs and in the complex leadership demands that require movement on multiple fronts simultaneously.