Self-assessments utilizing designated, objective standards are critical in program evaluation. Although 2013–2014 Texas policy mandated districts self-assess their gifted programs using the community and student engagement performance rating system, little is known about how districts determined their self-assessment ratings. Following gifted program evaluation guidelines from the Texas State Plan for Gifted/Talented Students and the National Association for Gifted Children Pre-K–Grade 12 Gifted Programming Standards, researchers used logistic ordered regression to examine Texas districts’ 2014–2015 locale, proportional representation, and budgetary allotments in relation to gifted program self-assessed performance ratings. Results indicate proportional representation of Black and Hispanic students in gifted programs did not influence school district self-assessed ratings. On the contrary, locale, proportion of Black and Hispanic students to the overall district population, and budget allocation did relate to self-assessed ratings of gifted programs. Future research directions and implications for the use of self-assessments within gifted program evaluation are discussed.

利用指定的客观标准进行自我评估对于计划评估至关重要。尽管2013-2014年德克萨斯州政策要求各学区使用社区和学生参与度评估系统对他们的优才课程进行自我评估，但对于各学区如何确定其自我评估等级知之甚少。遵循《德克萨斯州天才/才能学生计划》和美国全国天才儿童协会的学前班至12年级天才编程标准的天才计划评估指南，研究人员使用逻辑有序回归分析了得克萨斯地区2014-2015年的语言环境，比例表示，以及与资优计划自我评估的绩效评级相关的预算拨款。结果表明，黑人和西班牙裔学生在资优课程中所占的比例并不影响学区的自我评估评分。相反，地区，黑人和西班牙裔学生占地区总人口的比例以及预算分配的确与资优课程的自我评估等级有关。讨论了未来的研究方向以及在优才课程评估中使用自我评估的意义。