This study attempted to identify efforts to evaluate programs for gifted and talented students in 122 Texas school districts and to compare these practices with those recommended in the literature and with Texas Education Association guidelines. Areas examined included informal and formal assessment of student and teacher identification practices, the grouping component of program organization, the curriculum, staff development, parental and community involvement, and evaluation procedures. Analysis of surveys returned by program directors (N=76) found that in most school districts, program components were assessed both informally and formally; that most programs were assessed on an annual basis; that most used an evaluation committee; that most used a variety of documentation measures; that program evaluation reports were usually distributed to superintendents, principals, and gifted and talented teachers; and that most programs used locally developed evaluation models rather than models described in the literature. It was concluded that first, a variety of assessment approaches is being used and second, program directors are not significantly utilizing the literature in developing local evaluation practices. Includes 25 references. (Author/DB)