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This article delineates the results of 7 gifted program evaluation studies conducted in 20 different school districts and places them in the context of major areas for gifted program improvement. The author suggests that the field of gifted education may be vulnerable to losing its infrastructure at local levels if enhanced program development in key areas does not occur over the next few years and if the studied districts are at all similar to the larger group. The paper discusses key areas of program development including identification, curriculum, program design, staff development, parental involvement assessment, and evaluation. The author contends that attention to these areas is essential for improving gifted program quality and stabilizing programs.

The article offers insights on using problem-based learning (PBL) for teaching gifted children in the U.S. It cites research on effective use of inquiry techniques, such as PBL, which suggests that gifted students are as effective in mastering underlying content, more effective at transferring problem-based approaches to new problem scenarios, and more motivated when exposed to inquiry-based approaches.