ABSTRACT
Much of gifted education as a field rests on the approaches that are used to serve gifted students in schools and other con-texts. This chapter reviews existing program/curriculum models in the field and to determine the evidence for their use and their effectiveness with gifted populations. Many educators worldwide perceive the International Baccalaureate (IB) program and the College Board’s Advanced Placement (AP) program as rep-resenting the highest levels of academic attainment available. These programs are thought to provide important stepping stones to successful college work because they constitute the entry levels of such work. The Study of Mathematically Precocious Youth (SMPY) model has proven to be highly sustainable, exhibiting strong rep-lication capacity. Even in countries that do not conduct talent searches, students from those countries routinely attend summer programs at talent search universi-ties in the United States.
