Realized potential or lost talent: high school variables and bachelor's degree completion

Career Development Quarterly, Sept, 2004 by Jerry Trusty, Spencer G. Niles

The effect of parents' expectations was moderate, relative to other effects, but statistically significant and important to the model. This finding is consistent with the Status Attainment model (Hossler & Stage, 1992; Sewell et al., 1969; Trusty & Harris, 1999). Considering that all participants themselves had expectations for at least a bachelor's degree, our results show that parents' expectations positively affect their children's educational attainment over and above their children's own expectations. Parents are an important resource in their children's long-term educational and career development (Farmer, 1985; Trusty, 2000, 2002a), and our results imply that counselors should inform parents of the positive influence of their expectations and encourage and support parents in their support of their children.

Our results regarding the high school variables show that when students are academically engaged through intensive science and math courses, and when they are engaged through good attendance and involvement in extracurricular activities, they are much more likely to realize their potential. Parents' engagement in their children's educational and career development also helps. Therefore, counselors could use the Realized Potential or Lost Talent model to conceptualize and address students' academic and social engagement with the school.

The model is also useful for showing counselors what to do on a programmatic level. For example, school counselors should advocate for an intensive high school curriculum that meets the needs of students. Not all schools offer calculus or even precalculus in their curricula, and this is especially true in schools in lower SES areas. Positive school climates encourage students' academic and social engagement, and school counselors should work to create school environments that encourage engagement. Community-based collaborations and programs involving all types of counselors and helping professionals could also be vehicles for fostering young people's social and academic engagement.

Effects of Background Variables

The effect of SES was strong, with a 1-standard-deviation increase in SES resulting in a 64% increase in the likelihood of degree completion, taking all other effects into account. The strong effect of SES is consistent with previous research on lost talent (Hanson, 1994; Trusty & Harris, 1999) and college degree completion (Adelman, 1999; Trusty, 2004). SES affects all types of academic achievement, but it is logical that SES would have more profound effects on postsecondary educational attainment than on other achievement outcomes because more family, social, and economic resources are required for attainment of college degrees than, for example, scoring well on tests. Lower SES students, therefore, will need particular attention and resources to realize their potential, and counselors in various settings (e.g., schools, communities, colleges, and universities) are in a position to help young people develop family, personal, social, and economic resources.