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A retrospective historical study of a 40-year gifted and talented program in a large urban school system was conducted between 2015 and 2019. Current and former program administrators completed personal interviews and surveys concerning the program's services, challenges, improvements, and impacts. Relevant student enrollment data, program artifacts, evaluation reports, newspaper accounts, and curricular documents were examined to supplement the supervisors' analyses. A description was provideddoi:10.15640/jehd.v9n4a5 fatcat:rp2cnremnnd53kf6jl4ayawhwm