This study was an attempt at furthering previous broad-based analyses of intellectual giftedness and at extending our knowledge and understanding of giftedness, achievement and intelligence in general as well as the youth developmental process and differences for males and females. To do this, six groups of 10th grade students were selected from distributions of a large stratified random sample of 1,000 American high schools (N = 12,630). Groups were selected based on scores on a highly reliable composite of general intelligence. Samples were created by selecting the top 5 percent, the top 20 percent, and the lower 80 percent of male and female distributions. Indices assessed in the base year (10th grade) as well as four years following high school graduation were examined. Measures of high school experiences, family characteristics, study habits, social attitudes, future plans, post-graduation activities and self-esteem were assessed, most of which manifested association with intellectual giftedness as well as examinee sex. Results are discussed with respect to their implications for American youth achievement levels, manpower planning, and possible educational interventions.
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