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Benbow, Camilla Persson – Peabody Journal of Education, 2012
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…
Descriptors: Graduate Students, Talent, Standardized Tests, Academic Achievement
Peer reviewed
Benbow, Camilla Persson – Journal of Educational Psychology, 1992
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)
Descriptors: Academic Achievement, Academically Gifted, College Entrance Examinations, Grade 7
Peer reviewed
Benbow, Camilla Persson; And Others – Journal of Educational Research, 1991
Data from a longitudinal survey of mathematically precocious 13-year olds (n=1,247) were used to test 5 factors (quality and quantity of instruction, home environment, motivation, and ability) for their ability to predict educational achievement and educational and career aspirations. Students were followed until age 23. (SM)
Descriptors: Academic Achievement, Academic Aspiration, Academically Gifted, Career Choice
Peer reviewed
Brody, Linda E.; Benbow, Camilla Persson – Gifted Child Quarterly, 1987
The long-term effects of various accelerative options were evaluated using a group of 510 students identified as highly gifted in junior high. Their academic achievements, extracurricular activities, goals and aspirations, and social and emotional adjustment were assessed after completing high school. No discernible negative effects of…
Descriptors: Academic Achievement, Acceleration (Education), Extracurricular Activities, Gifted
Peer reviewed
Brody, Linda E.; Benbow, Camilla Persson – Journal of Youth and Adolescence, 1986
Indices of social and emotional adjustment were investigated in highly verbally or mathematically talented adolescents. Highly gifted students reported more internal locus of control and less popularity than the comparison students. No differences were found in self-esteem, depression, or the incidence of discipline problems. The Self Esteem…
Descriptors: Adolescents, Analysis of Variance, Depression (Psychology), Discipline Problems
Peer reviewed
Benbow, Camilla Persson; Stanley, Julian C. – Science, 1983
Results of seventh-grade students taking Scholastic Aptitude Test indicate that, by age 13, a large sex difference in mathematical reasoning ability exists; among students scoring greater than 700, boys outnumbered girls 13 to 1. Hypothesized factors thought to influence the difference (such as course taking, attitudes) were not supported by data…
Descriptors: Abstract Reasoning, Academically Gifted, Cognitive Ability, Environmental Influences
Peer reviewed
Benbow, Camilla Persson; Stanley, Julian C. – American Educational Research Journal, 1982
The Study of Mathematically Precocious Youth found large and consistent sex differences in mathematical reasoning ability favoring boys, as reported by Benbow and Stanley (1980, 1981). This investigation studied the development and consequences during junior and senior high school of the sex differences found in seventh grade. (Author/PN)
Descriptors: Academic Ability, Followup Studies, Grade 7, Grade Point Average
Peer reviewed
Raymond, Cindy L.; Benbow, Camilla Persson – Gifted Child Quarterly, 1989
This paper investigated the role of family encouragement in the gender gap seen in mathematical talent. Results of 340 pairs of questionnaires completed by students scoring high on the Scholastic Aptitude Test for math and their parents indicated that stereotyped behaviors of parents may impair subsequent achievement by gifted females in…
Descriptors: Achievement Tests, Aptitude Tests, Females, Gifted
Peer reviewed
Swiatek, Mary Ann; Benbow, Camilla Persson – Journal for Research in Mathematics Education, 1991
Participants in a fast-paced mathematics course and qualified nonparticipants were surveyed 10 years later with respect to undergraduate record, graduate experience, attitudes toward mathematics/science, and self-esteem. In general, participation was associated with stronger undergraduate records for all students and with more advanced graduate…
Descriptors: Academically Gifted, Acceleration (Education), Advanced Students, Exceptional Child Research
Peer reviewed
Brody, Linda E.; Benbow, Camilla Persson – Journal of Educational Psychology, 1990
Two studies conducted with 244 academically gifted seventh graders and 1,996 high school students indicate that specific content knowledge taught during a short time does not increase Scholastic Aptitude Test (SAT) scores, but that educational experience over 5 years does relate to development of abilities measured by the SAT. (SLD)
Descriptors: Academic Achievement, Academically Gifted, Achievement Gains, Adolescent Development
Peer reviewed
Swiatek, Mary Ann; Benbow, Camilla Persson – Journal of Youth and Adolescence, 1992
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)
Descriptors: Academically Gifted, Acceleration (Education), Cohort Analysis, College Students