Educational Productivity Predictors Among Mathematically Talented Students

Walberg (1984) identified nine correlates of the educational achievement displayed by students in the United States and in a dozen other countries and called them “productivity factors.” Using data from the Study of Mathematically Precocious Youth’s longitudinal survey of its students 10 years after identification, we tested five of the productivity factors for their ability to predict educational achievement and educational and career aspirations of mathematically talented students. We also examined the validity of the prevailing belief that gifted children achieve highly regardless of the educational experiences provided. Thirteen-year-old students (1,247) in the top 1% to 2% nationwide in ability were followed until age 23. Students’ achievements and aspirations were uniformly high at that time. Nonetheless, the five productivity factors could significantly predict their educational achievements and aspirations. The predictors were, in order of usefulness, quality of instruction, home environment, motivation, ability, attitudes, and quantity of instruction. Generally, the productivity factors appeared to operate similarly for males and females, but had stronger impacts on female aspirations. The results indicate that, even among gifted students, environmental interventions may enhance educational achievement, especially that of females.