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Abstract

The authors describe a survey of graduates of a high school program for the academically gifted and argue that such data, both qualitative and quantitative, can add an important element to the evaluation of a program—in this case, a regional Governor’s School—especially by using a Comparison group of high-achieving graduates of the same systems’ regular programs. Confirming and amplifying the findings of state evaluators, the survey results show the value of the program’s elements, especially the research strand. These elements draw from recommended practices, applying them to a hybrid pullout/self-contained program that serves classes who are together for 4 years in four core subjects. The survey thus has implications for program design and evaluation, while yielding implications for further research.

Keywords

curriculum gifted education program evaluation special school programs

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Surveying Graduates of a Self-Contained High School Gifted Program

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