A 10-Year Longitudinal Follow-up of Participants in a Fast-Paced Mathematics Course

Abstract

Students who participated in a fast-paced mathematics course for highly mathematically talented students were surveyed 10 years later, at approximately age 23. Areas considered were (a) undergraduate experience, (b) graduate experience, (c) attitudes toward mathematics and science, and (d) self-esteem. Participants attended more prestigious undergraduate colleges than did nonparticipants. Participants were more likely to attend graduate school than were nonparticipants; this finding stemmed from differences among females. Self-esteem ratings, although high for both groups, were found to be higher for students who qualified for the class but did not participate. Attitudes toward math and science were equivalent between the two groups. Overall, participation in the fast-paced mathematics classes of the Study of Mathematically Precocious Youth (SMPY) was associated with stronger undergraduate education for all students and with more advanced education among females. The fast-paced classes caused gifted students no harm.