Identifying and Nurturing Future Innovators in Science, Technology, Engineering, and Mathematics: A Review of Findings From the Study of Mathematically Precocious Youth

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.