1. Building a Contextually Responsive Evaluation Framework: Lessons from Working with Urban School Interventions (Veronica G. Thomas).
The chapter discusses the conceptual underpinnings and overarching themes of the Talent Development evaluation framework and makes recommendations for minimizing evaluation problems in diverse urban settings.

2. Evaluating the ­Co-Construction of the Family, School, and Community Partnership Program in a ­Low-Income Urban High School (Velma LaPoint, Henry L. Jackson).
This chapter describes the collaborative evaluation of the ­co-construction of a ­school-based family, school, and community partnership program for black students attending an urban high school.

3. A Culturally Responsive Evaluation Approach Applied to the Talent Development ­School-to-Career Intervention Program (Jo-Anne L. Manswell Butty, Malva Daniel Reid, Velma LaPoint).
A culturally responsive approach in evaluating an urban ­school-to-career intervention program resulted in both successes and challenges.

4. Successes and Challenges in Triangulating Methodologies in Evaluations of Exemplary Urban Schools (Donna Penn Towns, Zewelanji Serpell).
Triangulating methodologies in evaluation allowed for stakeholder involvement and revealed contexts that a narrower approach might have failed to illuminate.

5. Talent Development Professional Development Evaluation Model: A Paradigm Shift (Constance M. Ellison).
The chapter discusses the Talent Development Professional Development program evaluation design, which is consistent with the Talent Development evaluation framework.

6. Commentary: Do Talent Development Project Evaluations Demonstrate a Coherent Approach? (Floraline I. Stevens).
This commentary examines the extent to which the chapters in this volume used a coherent, contextually responsive evaluation framework. It also offers suggestions about possible alternative evaluation efforts to produce more powerful and comprehensive outcome information.

7. Commentary: Can Critical Theories of or on Race Be Used in Evaluation Research in Education? (Laurence Parker).
This commentary explores the utility of critical race theory in the
evaluation process in education, particularly in regard to the epistemological and methodological perspectives put forth by the Talent Development Model.

Index.