The purpose of this study was to determine if identifying factors existed that would explain differential mathematics participation among females in high school, specifically the enrollment in high school Calculus. The factors investigated were socioeconomic status, educational aspirations, the education of both parents, and the number of siblings. The database used for this study was taken from the National Educational Longitudinal Study (NELS: 88) and the follow-up conducted in 1992. The sample for the present research was composed of females enrolled in algebra at the onset of this study who scored in the fourth quartile on the mathematics section of the standardized test. The results showed a difference between the two groups in mother's education, SES, and educational aspirations. However, when applying all factors together in a logistical regression, the results of this research determined that the factors did not have predictive value in determining the probability of a mathematically talented female enrolling in high school Calculus. This research suggests that some factors that affect course taking in the general population of students may not be generalized to mathematically talented females.
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