This program shows that creativity among Chinese students develops rapidly in junior high school, but this development slows when students enter senior high school. Creativity, including students' abilities to express themselves linguistically, pictorially and mathematically, gradually declines from their first year in senior high school to their third year. In the area of flexibility, the scores of students at different levels of high school varies randomly. When senior-high students take individuality tests that are based on understanding and using Chinese characters and solving problems in daily life, the difference between the scores of students in their first year and those of students in their second year is not significant. However, a significant difference can be seen between students in their first year and students in their third year.
Gender is also a factor in students' creativity.
Girls in their first year of junior high school achieved noticeably higher scores than boys of the same age. This difference is even more noticeable in students in their third year of junior high school. For senior high school students, boys achieved noticeably better scores than girls in the area of flexibility, while girls achieved better scores than boys in solving problems in daily life. This program shows that gender-oriented differences might stem from differences in the age at which creativity begins to develop and the rate at which creativity develops in boys and girls with creativity developing earlier in girls than in boys. This program shows that high school students' scores on Chinese examinations are not significantly related to their scores for individuality on creativity-oriented tests.