The Effects of a Statewide Evaluation Initiative in Gifted Education on Practitioner Knowledge,Concerns,and Program Documentation

Abstract

When well-considered and grounded in current knowledge, program evaluations of services to gifted learners can be a powerful tool for increasing practitioners’ knowledge and self-efficacy, and for effecting positive programmatic changes. The Arkansas Evaluation Initiative (AEI) in Gifted Education, a Jacob K. Javits-funded project, was implemented statewide to improve the quality of gifted program evaluations. The AEI focused on improving services, especially for underrepresented groups of students, by building statewide capacity in local districts to conduct formative program evaluations. Results indicate that practitioner knowledge of program evaluation increased. Attitudinal data also indicate that gifted education practitioners are interested in learning more about program evaluation, but are moderately concerned about the time, logistics, resources, and their skill in facilitating changes needed to improve formative program evaluations in their schools. Finally, the intervention resulted in improved documentation of programs and services with respect to underserved groups, stakeholder involvement, and student outcome data.