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Lives of Promise: What Becomes of High School Valedictorians

Overview

Lives of Promise documents a powerful investigation into the lives of a select group of the top high school seniors. The Illinois Valedictorian Project satisfies each of the important criterion for outstanding scholarly works. The large sample size, unusually high response rates, quality of the research design, quantity of data and anecdotal records collected during the 14 year follow-up interviews, clarity of the writing, and presentation of the data are among the most significant and appealing elements of this study. Moreover, the examination of data and conclusions cited from the Stanford Study enabled the authors to not only fortify their own case but also to explore several additional fascinating questions and draw more far reaching conclusions.

Books generally reach a wider audience than articles in scholarly or professional journals. Parents, students, and a wide variety of professionals, theorists, and researchers from academia, education, and sociology are among the intended audience for this book. There is ample food for thought for each constituency. The book includes the breadth and depth of the data that the authors assembled and their conclusions are rational. The inclusion of excerpts from the field notes provides the reader with a clear sense of the thought process of the participants in the study.

In short, because of the quality of Arnold's work this paper will deal less with a critical analysis of each of parts of the project or the accuracy and interpretation of the data. The emphasis will be devoted to an overview of its significant parts and a discussion of the conclusions drawn by the authors. Specifically, tacit knowledge will be examined in more detail.

Sample Population

The authors formulate a clear picture of the valedictorians who were selected and the process used for their inclusion in the study. The process and research protocol for the identification of the valedictorians is sound. All of the schools in Illinois were surveyed. Therefore, we can assume with reasonable certainty that the sample population is representative of all valedictorians in that state. A case can be made for some degree of bias in the sample for four reasons. Only about 50% of the schools responded to the survey and 30% of them did not recognize valedictorians. Of that group approximately, 25% did not have the valedictorian speak at graduation which was a condition that the authors used as criterion for inclusion in the study. Another potentially confounding variable was the inclusion of 10 non-valedictorians in the study because they met the same profile as the other 71 members of the group. This type of exemption to the original selection criterion could lead to significant bias errors. Each of these four factors and decision points for sample selection has the potential for bias. The authors did select a representative mix of schools by size, geographic location, urban vs. rural, and public vs. private schools.

In the research notes, the authors stated that they chose the valedictorians from a pool based on their ability to attend the commencement address. Since the ceremonies all generally take place at the same time period, the ability to travel to distant regions of the state on the same day may have had a significant influence on the composition of the valedictorian cohort.

In longitudinal studies, attrition is the greatest threat to validity. The fact that all 81 original members of the cohort provided data at the 14th year is a highly unusual occurrence and a tribute to the diligence of the authors.

Methods

The methodology chosen was sound and clearly presented. The authors provided enough information to any researcher who might be interested in replicating the study to determine the validity and reliability of the study or for looking at a particular segment in greater detail. Additional credibility was provided by selecting instruments that had been thoroughly tested in other studies. The quantitative and qualitative data compliment each other and allow the reader to see the subjects and the effect of the variables in depth.

Key Concepts and Findings

The wide array of data provides for a detailed examination in a many areas. Each chapter of the book presents a complete subset of dependent variables with rich detail and ample opportunity to draw significant conclusions from the interrelated material. The chapters on gender, minorities, life, higher education, and career decisions are all fascinating. Given the limited scope and writing space for this paper only one subtopic, the implications of tacit knowledge was chosen because it was particularly intriguing. Most of the other major variables including race, gender, and SES have been well researched. However, the possession and degree of sophisticated tacit knowledge was found to be one of the master keys that dictated future opportunities for career and educational advancement. It should be noted that this is in direct contrast to the quote by Colin Powell at the beginning of Chapter 2, "There are no secrets to success. It is the result of preparation, hard work, learning from failure."

Results

Tacit knowledge was defined as, "information that is not formally taught but is necessary for the successful management of education and careers." In layman's terms it is "how the game is played". Arnold titles the chapter that begins the discussion of tacit knowledge "Hidden Lessons". The typical demographic indices that were used in the study are relatively easy to quantify. Tacit knowledge is much more intangible. In most instances those who had an adequate level of tacit knowledge got in the door. Those who did not were stuck beneath a glass ceiling.

Students who had adequate levels of tacit knowledge were aware of the full range of options available and how "to get there from here". They knew or learned how to capitalize on an opportunity and negotiate a successful path to their goals. Arnold states that, "individuals accumulate tacit knowledge through a process of direct experience and personal interactions". They get it through their family background, social circles, role models, mentors, counselors, and most often in higher education through some faculty member or colleague in an experiential learning environment.

Arnold did not include a quantitative measure of tacit knowledge in her battery of instruments. Its importance only surfaced during the individual interviews. Apparently no measure was included in the Stanford study although one of major descriptive traits of the unconnected students was that they failed to get connected.

Arnold goes further in stating that, "poor tacit knowledge pushes minorities to the margins of higher education. Their background is often characterized by a paucity of role models, mentors, and information providers at key junctures in their lives. They often did not know how to get the information they need. Without the knowledge that money was available to help them or how to get it, those who were poor were placed at a greater disadvantage. Tacit knowledge leads one to the right personal contacts. Tacit knowledge allows people to break their feeling of isolation. Tacit knowledge also plays a major role in finding the right internships and other quality learning experiences.

Arnold cites many examples of students who were at a disadvantage without tacit knowledge. Monica had to alter her plans because she did not know how to find the right kind of job to support herself in school. Rachel did not find the right help to choose a better career path. Darren did not know about the importance of getting membership in the right professional peer groups. Michelle accidentally stumbled on a good internship in a lab that changed her career. Eric had to transfer to a new institution to find someone to help him negotiate the process of higher education. Luisa and Karla found getting jobs out of school a cumbersome process. Once graduated, Nick was unaware of the realities of his chosen field.

Conclusion

Lives of Promise is an excellent portrayal of some of the key issues that impact on the lives of some of the brightest high school students. It is highly significant that it was the first systematic research study of valedictorians. After reading this book I found myself greatly influenced, not so much by the profound statements or revelations, but by the grasp and depth of understanding that the authors had in this area. However, what they were able to find, uncover, and put into words is only the tip of the proverbial iceberg. They uncovered many exciting topics for further research. This study set the stage for answering some more profound questions. This book makes a significant contribution to the understanding of some of the contemporary issues about minorities and women. As stated in the results section, the importance of tacit knowledge should not be underestimated. I'm sure that a great many of those who have read it will also be greatly influenced and appreciative of the quality of this empirical work.

Last updated on April 9, 1997

 

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Last Updated: December 10, 2001