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Descriptors:
Graduate Students; Talent; Standardized Tests; Academic Achievement; Talent Identification; Verbal Ability; Spatial Ability; Grade 8; STEM Education; Science Education; Mathematics Education; Engineering Education; Technology Education; Youth; Employment Patterns; Grade 7; Educational Innovation; Elementary School Students; Middle School Students; Secondary Education

Abstract:
Calls to strengthen education in science, technology, engineering, and mathematics (STEM) are underscored by employment trends and the importance of STEM innovation for the economy. The Study of Mathematically Precocious Youth (SMPY) has been tracking over 5,000 talented individuals longitudinally for 40 years, throwing light on critical questions in talent identification and development in STEM. SMPY includes individuals identified in 7th/8th grade as in the top 1% or higher in mathematical or verbal ability, and a comparison group identified as top STEM graduate students. SMPY findings cover the educational and occupational attainments of participants, including a large percentage earning a degree or pursuing high powered careers in STEM; gender differences; the extent to which high school experiences, abilities, and interests predict later outcomes; and subsequent creative production. Mathematical reasoning ability as measured by standardized tests is a reliable predictor for later math/science engagement and achievement in adulthood, and spatial ability adds predictive value. Exposure to appropriate educational opportunities do correlate with career achievement and creative production. SMPY researchers have concluded that potential future STEM innovators can be identified early and that educational interventions can increase their chances of success. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Visualization; Careers; Verbal Ability; Talent; Spatial Ability; Graduate Students; Aptitude Tests; Academically Gifted; Academic Aptitude; College Entrance Examinations; Scores; Longitudinal Studies; Talent Identification

Abstract:
Students identified by talent search programs were studied to determine whether spatial ability could uncover math-science promise. In Phase 1, interests and values of intellectually talented adolescents (617 boys, 443 girls) were compared with those of top math-science graduate students (368 men, 346 women) as a function of their standing on spatial visualization to assess their potential fit with math-science careers. In Phase 2, 5-year longitudinal analyses revealed that spatial ability coalesces with a constellation of personal preferences indicative of fit for pursuing scientific careers and adds incremental validity beyond preferences in predicting math-science criteria. In Phase 3, data from participants with Scholastic Aptitude Test (SAT) scores were analyzed longitudinally, and a salient math-science constellation again emerged (with which spatial ability and SAT-Math were consistently positively correlated and SAT-Verbal was negatively correlated). Results across the 3 phases triangulate to suggest that adding spatial ability to talent search identification procedures (currently restricted to mathematical and verbal ability) could uncover a neglected pool of math-science talent and holds promise for refining our understanding of intellectually talented youth. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Ability; Adolescents; Career Development; Educational Experience; Majors (Students); Mathematical Aptitude; Predictor Variables; Sciences; Sex Differences; Student Development; Student Interests

Abstract:
Tracks 1,110 adolescents identified as mathematically precocious with plans for a math-science undergraduate major. Participants' high school educational experiences, abilities, and interests predicted whether their attained undergraduate degrees were within math-science or nonmath-nonscience areas. More women than men eventually completed undergraduate degrees outside math-science, but many individuals who completed nonmath-nonscience degrees ultimately chose math-science occupations. (Contains 58 references and 5 tables.) (GCP) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Aspiration; Career Choice; Gifted; Grade 7; Graduate Students; Higher Education; Junior High School Students; Junior High Schools; Occupational Aspiration; Validity; Vocational Interests

Abstract:
Study 1 examined construct validity of the Strong Interest Inventory and the Study of Values for 695 intellectually talented 13-year-olds. Study 2 consisted of a generalization probe to 695 graduate students. Analysis manifested an impressive degree of adolescence-to-adult cross-validation. Assessment and counseling with gifted students is discussed. (Author/EMK)

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Adolescents; Gifted; Mathematical Aptitude; Numbers; Performance; Sex Differences; Stimuli; Verbal Ability

Abstract:
Relationship between stimulus type (numeric or verbal) and type of precocity (mathematical and verbal) was studied in 104 gifted young adolescents through tasks measuring working memory. The relationship between type of stimulus and type of precocity suggests underlying differences between verbally and mathematically precocious youth in memory representation of stimuli. (SLD)

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Descriptors:
Academically Gifted; Acceleration (Education); Cohort Analysis; College Students; Correlation; Educational Attitudes; Educational Experience; Higher Education; Longitudinal Studies; Personality Traits; Satisfaction; Secondary Education; Student Attitudes; Student Placement; Surveys; Young Adults

Abstract:
Survey results from cohorts of 511 and 222 gifted and accelerated students surveyed at ages 13, 18, and 23 years and a subset of 73 students indicate that students generally express positive feelings about acceleration. Nonintellectual personal attributes commonly used to select students for acceleration may be inappropriately used. (SLD)

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Acceleration (Education); College School Cooperation; Elementary Secondary Education; Gifted; Program Development; Rural Education; Student Placement

Abstract:
This article provides research-based suggestions for developing educational options based on acceleration to meet the needs of gifted students in rural areas. Accelerative options offered by both the home school and universities in Iowa are described. (DB)

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Acceleration (Education); Educational Trends; Elementary Secondary Education; Gifted; Grouping (Instructional Purposes); Instructional Effectiveness; Program Termination; Retrenchment; Special Programs; Student Placement

Abstract:
Arguments against the elimination of special programs for gifted students are presented. Acceleration is seen as a well-supported programing option for gifted students in a time of increasing elimination of gifted programs and increasing use of heterogeneous grouping. (DB)

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Descriptors:
Academic Achievement; Academically Gifted; College Entrance Examinations; Grade 7; Grade 8; Higher Education; Individual Differences; Junior High School Students; Longitudinal Studies; Mathematics Skills; Mathematics Tests; Predictive Validity; Sciences; Secondary Education; Sex Differences

Abstract:
The predictive validity of the mathematics subtest of the Scholastic Aptitude Test (SAT-M) was investigated for 1,996 mathematically gifted (top 1 percent) seventh and eighth graders through academic achievements assessed over 10 years. The SAT-M appears to have predictive validity for differentiating highly able seventh and eighth graders. (SLD)

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Descriptors:
Academic Ability; Academically Gifted; Acceleration (Education); Advanced Students; Comparative Analysis; Elementary Secondary Education; Followup Studies; Higher Education; Mail Surveys; Mathematics Achievement; Outcomes of Education; Sex Differences; Student Development; Young Adults

Abstract:
Identified by a study of mathematically precocious youth, 107 academically accelerated gifted students were compared with 107 nonacademically accelerated gifted students. At age 23-25 years, the 2 subject groups exhibited few significant differences, and no evidence of harmful effects of academic acceleration were found. (SLD)

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