The book examines the current status of education for the gifted in the United States and looks at characteristics of good programs. Considered in the first chapter are increasing interest in programs for the gifted and talented, expansion of the definition of "gifted," increased government commitment, and the evolution of programs in Cleveland and New York City. The chapter on the status of gifted education today provides a brief review of recent developments in each state. Discussed in the third chapter are characteristics of the gifted and talented, creativity and other types of giftedness, and a program for gifted students with learning disabilties. Stressed in the chapter on identifying the gifted and talented is the importance of early identification and the use of many identification methods. The fifth chapter examines different learning needs of gifted children, the use of the arts to identify high potential, leadership ability, and characteristics of successful teachers of the gifted. Program design is considered next with sections on options for program structure, requirements of a good program design, and steps in developing a program. The final chapter focuses on educating parents and the public with examples of an outdoor education program, a preschool program for exceptionally precocious children, and the use of mentors to guide the gifted. Lists of appropriate publications and organizations are also provided. (DB)