I know this generation is different than the last, in that it is much more common for bright students to be accelerated at math. But that does not mean that there are more bright students than before; it means they have taken more math courses.
What I am saying is that, especially at this age, intelligence is intelligence. Irrespective of the proportion of intelligence that is genetic, one thing is crystal clear from intelligence research: if one is good in one thing, one is good in another. This is called the “g factor”.
In other words, intelligence is not pointy — quite the opposite. People become pointy for all sorts of environmental reasons. But they are not naturally pointy (in general; I am not referring to those with learning differences, on the spectrum etc.)
If your kid is pointy at 13 already, that’s the environment at work, perhaps one you have created. I do not think that is necessarily a good thing for kids that age (it might be a good thing later, say, in college, or towards the end of high school, or in the business world).
In other words, if your kid is “smart,” that should be true in both math, verbal, writing and all sorts of subsets of cognitive abilities. If one of those has been neglected (or not nurtured as much as the others), that neglect needs to be remedied. There is no better time for that to occur than high school.
Another thought: whenever I hear about pointy kids in the academic (not arts or sports) context, it seems invariably to be in math or STEM. Might I suggest that this disproportion stems (pardon the pun) from the fact that it is far easier for kids (with the proper environmental influences, mind you) to be “pointy” in these subjects? And, because it is that much more common, that the pointiness as not as pointy as many think, if you get my point?