Yeah-- I'd be wary. Based on that description alone, it seems like there is a very large, and perhaps disproportionately so, emphasis on rubrics, metrics, and quantifiable numbers generated by participating units. Er-- students. I meant students.
Assessment focus is NOT a good thing for many gifted students, particularly those with motivational and/or 2e issues.
There is also a mind-bending and alarming penchant for buzzword bingo happening in the description of the program itself-- and not all of those buzzwords are being applied in ways that immediately make sense to me, frankly. It's as though they were trying to tweak SEO with keywords.
Truly-- not even most PG children are creating "outstanding literary works" at 10-14yo. Maybe they ought to be honing writing skills and STUDYING such works... but that isn't what the description states.
I think an in-person visit and some frank discussion about the placement and expectations is in order. I'd be very concerned that this could just put you on the hot seat to hold the whip with increasing amounts of homework that he doesn't particularly want to do.
Also-- what facets of this environment would be better for him? How?
Note that I'm not saying you shouldn't do this-- just that these are the red flags that I'm seeing, and the questions I'd have in determining whether or not it's the right thing. We had to address some similar concerns with DD12 when we did an additional acceleration in high school, so I do feel your pain here. In her case, her writing skills suddenly blossomed, and it turned out fine-- but it could just as easily have gone the other way. I credit one of her teachers with that success, honestly, so it's not something that I'd bank on without that kind of idiosyncratic factor in play.
