The Minigrant Program for the Academically Gifted provided programs for more than 500 elementary and junior high school minority students in the District of Columbia, with emphasis on Title I schools. Project staff provided for uniformity through technical assistance which emphasized three characteristics: a multiple criteria selection process, a curriculum differentiated from the regular program and containing elements of critical thinking and problem solving, and staff development which was directed toward increasing proficiency in academic areas and encouraging the flexibility required for working with gifted and talented students. Project evaluation followed the Planning, Monitoring, and Implementation Model for Decision Making and included data on the agreements and discrepancies between intended and observed outcomes. Evaluation was conducted along four program objectives: (1) to provide technical assistance to insure identification of students in grades K through 6 and 7 through 9; (2) to develop and disseminate program and identification guidelines; (3) to offer technical assistance to ensure that appropriate instruction is provided to students in the content areas of mathematics and language arts; and (4) to collect and analyze data related to project goals, objectives, and activities. Appendixes contain a diagram of the evaluation model schema; a summary of the technical assistance activities; a report on identifying low income, minority, gifted, and talented students; course evaluation questions and results; and student results on reading and mathematics scales. (SB)