THE POWER OF DEVELOPMENTAL ASSETS Search Institute studies consistently show a strong correlation...

THE POWER OFDEVELOPMENTAL ASSETSSearch Institute studies consistently show a strong correlation between young people’s levels of assets and diverse outcomes. These graphs demonstrate a core message of a youth development approach: The more strengths young people have in their lives, the more likely they are to grow up successfully.

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The State of Assets Among U.S. Youth

0 -10 As-sets

. 13%

11-20 Assets. 39%21-30 Assets. 37%

31-40 Assets. 11%

Youth Experiencing Each Level of Development Assets

THE BOTTOM LINE: On average, youth, grades 6 to 12, surveyed in the United States in 2010 experienced 19 of the 40 Developmental Assets.*

Only 11% of youth experience at least 31 of the 40 assets—a level that suggests they are thriving.

SOURCE: Surveys of 89,000 U. S. youth, grades 6 to 12, in 2010. See A Fragile Foundation: The State of Developmental Assets Among American Youth

SURVEY: Profiles of Student Life: Attitudes and Behaviors

* Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities.


https://www.searchinstitutestore.org/product_p/e533-w.htm



http://www.search-institute.org/survey-services/surveys/a-b


THE POWER OF ASSETS TO PROMOTE YOUTH SUCCESS


Assets andSchool Success

0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets

8%

20%

38%

59%

Level of Assets Youth Experience

Perc

ent o

f You

th W

ho R

epor

t Doi

ng W

ell i

n Sc

hool

THE BOTTOM LINE: The more Developmental Assets* youth report, the more likely they are to do well in school.

DEFINITION: Youth who report that they get mostly A’s on their report card.










Assets and Youth Persistence


54%

65%

77%

87%


Perc

ent o

f You

th W

ho R

epor

t tha

t The

y D

on’t

Giv

e U

p

THE BOTTOM LINE: The more Developmental Assets youth report, the more likely they are to be persistent in the face of challenges and adversity.

DEFINITION: Youth who report that they do not give up when things get difficult.


SURVEY: Profiles of Student Life: Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they

experience in themselves, their families, their schools, and their communities.







Assets andHealth Behaviors


29%

51%

73%

91%


Perc

ent o

f You

th W

ho R

epor

t Pay

ing

Att

entio

n to

thei

r H

ealt

h

THE BOTTOM LINE: The more Developmental Assets youth report, the more likely they are to take care of their own health.

DEFINITION: Youth who report that they pay attention to healthy nutrition and exercise.










Assets and Financial Responsibility


29%

44%

59%

74%


Perc

ent o

f You

th W

ho R

epor

t Sav

ing

Mon

ey fo

r the

Fut

ure

THE BOTTOM LINE: The more Developmental Assets youth report, the more likely they are to save money, rather than just spending it.

DEFINITION: Youth who report that they save money for something special rather than spending it all right away.










Assets and Valuing Diversity


8%

20%

38%

59%


Perc

ent o

f You

th W

ho R

epor

t Val

uing

Div

ersi

ty

THE BOTTOM LINE: The more Developmental Assets youth report, the more likely they are to value diversity among their peers.

DEFINITION: Youth who report that they place high importance on getting to know people of other racial and ethnic groups.










Assets and Youth Leadership


45%

63%

77%

86%


Perc

ent o

f You

th W

ho R

epor

t Bei

ng in

Lea

ders

hip

Role

s

THE BOTTOM LINE: The more Developmental Assets youth report, the more likely they are to be involved in leadership roles in an organization or group.

DEFINITION: Youth who report that they have been a leader of a group or organization in the past 12 months.










THE POWER OF ASSETS TO PREVENT YOUTH PROBLEMS


Assets andUnderage Drinking


44%

23%

9%

2%


Perc

ent o

f You

th E

ngag

ed in

Pro

blem

Alc

ohol

Use

THE BOTTOM LINE: The more Developmental Assets youth report, the less likely they are to engage in problem alcohol use.

DEFINITION: Youth who have used alcohol three or more times in the past 30 days or have gotten drunk once or more in the past two weeks.











Assets andTobacco Use


22%

8%

2%<1%


Perc

ent o

f You

th W

ho R

epor

t Usi

ng T

obac

co

THE BOTTOM LINE: The more Developmental Assets youth report, the less likely they are to report using tobacco.

DEFINITION: Youth who report that they smoke one or more cigarettes every day or use chewing tobacco frequently.











Assets andIllicit Drug Use


41%

19%

6%

<1%


Perc

ent o

f You

th W

ho R

epor

t Usi

ng Il

licit

Dru

gs

THE BOTTOM LINE: The more Developmental Assets youth report, the less likely they are to report using illicit drugs.

DEFINITION: Youth who report that they have used illicit drugs (such as marijuana, cocaine, LSD, PCP or angel dust, heroin or other narcotics, amphetamines) three or more times in the past 12 months.










Assets andYouth Violence


60%

34%

15%

4%


Perc

ent o

f You

th W

ho R

epor

t Eng

agin

g in

Vio

lent

Beh

av-

iors

THE BOTTOM LINE: The more Developmental Assets youth report, the less likely they are to be involved in violent behaviors.

DEFINITION: Youth who have engaged in three or more acts of fighting, hitting, injuring a person, carrying or using a weapon, or threatening physical harm in the past 12 months.










Assets andAnti-Social Behavior


47%

21%

6%

1%


Perc

ent o

f You

th W

ho E

ngag

e in

Anti

-Soc

ial B

ehav

iors

THE BOTTOM LINE: The more Developmental Assets youth report, the less likely they are to be involved in anti-social behaviors.

DEFINITION: Youth who have been involved in three or more incidents of shoplifting, trouble with police, or vandalism in the past 12 months.










Assets andSexual Activity


34%

21%

11%

3%


Perc

ent o

f You

th W

ho R

epor

t Bei

ng S

exua

lly A

ctive

THE BOTTOM LINE: The more Developmental Assets youth report, the less likely they are to engage in sexual intercourse.

DEFINITION: Youth who have had sexual intercourse three or more times in their lifetime.










Assets & Depression/ Attempted Suicide


42%

26%

11%

3%


Perc

ent o

f You

th W

ho R

epor

t Dep

ress

ion

and/

or A

t-te

mpt

ed S

uici

de

THE BOTTOM LINE: The more Developmental Assets youth report, the less likely they are to report being depressed or having attempted suicide.

DEFINITION: Youth who report that they are frequently depressed and/or have attempted suicide.










DEVELOPMENTAL ASSETS & COLLEGE READINESSBASED ON THE DEVELOPMENTAL ASSETS PROFILE


Assets & College Readiness: Math

Challenged Vulnerable Adequate Thriving

28%

41%

57%

71%


Perc

ent o

f You

th w

ho D

emon

stra

te M

ath

Cogn

itive

Ski

lls

THE BOTTOM LINE: The higher levels of Developmental Assets youth report, the more likely they are to have math cognitive skills needed for college.

DEFINITION: Student can solve more complex math problems and knows how to apply math beyond school.

SOURCE: 20,241 high school students in a southwestern U.S. city. 93% of sample was 69 African American or Hispanic American. 84% of sample qualified for free or reduced lunches. Unpublished data.

SURVEY: Developmental Assets Profile (with supplementary measures) * Developmental Assets are supports, strengths, and non-cognitive skills they


On a scale of 0 – 60, Challenged is 0 – 29; Vulnerable is 30 – 41; Adequate is 42 – 51; Thriving is 52-60.


http://www.search-institute.org/survey-services/surveys/DAP

Assets & College Readiness: Science


27%

41%

57%

70%

Level of Assets Youth ExperiencePerc

ent o

f You

th w

ho D

emon

stra

te S

cien

ce C

ogni

tive

Skill

s

THE BOTTOM LINE: The higher levels of Developmental Assets youth report, the more likely they are to have the science cognitive skills needed for college.

DEFINITION: Student knows how to conduct research, complete labs, and use evidence to support a hypothesis.







Assets & College Readiness: Time Management


17%

40%

67%

82%


ent o

f You

th w

ho D

emon

stra

te T

ime

Man

agem

ent

Skill

s

THE BOTTOM LINE: The higher levels of Developmental Assets youth report, the more likely they are to have the time management skills and study habits needed for college.

DEFINITION: Student makes school a priority, meets deadlines, and manages time well.







Assets & College Knowledge:Home Supports


25%

39%

55%

68%


ent o

f You

th w

ho D

emon

stra

te T

ime

Man

agem

ent

Skill

s

THE BOTTOM LINE: The higher levels of Developmental Assets youth report, the more likely they are to have the needed home supports for college knowledge.

DEFINITION: Family members encourage college attendance and help with the selection and application process.







ME & MY WORLD SURVEY: ELEMENTARY YOUTH (GRADES 4-6)


Assets andHelping Others


32%

59%

76%

95%


Perc

ent o

f You

th w

ho R

epor

t Hel

ping

Oth

ers

THE BOTTOM LINE: The more Developmental Assets that children in grades 4-6 report, the more likely they are to help other people.

DEFINITION: 4th- to 6th-grade youth who help friends, neighbors, or others on one or more days per week.

SOURCE: Surveys of 4,668 youth in several U. S. schools, grades 4 to 6, in 2003-04. See Coming into Their Own: Developmental Assets in Middle Childhood.

SURVEY: Me and My World * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities.


https://www.searchinstitutestore.org/product_p/0431-w.htm


http://www.search-institute.org/survey-services/surveys/me-and-my-world

Assets andLife Satisfaction


36%

60%

82%

93%


Perc

ent o

f You

th w

ho R

epor

t Bei

ng S

atisfi

ed w

ith

Life

THE BOTTOM LINE: The more Developmental Assets that children in grades 4-6 report, the more likely they are to be satisfied with their life.

DEFINITION: 4th- to 6th-grade youth who report being satisfied with their life.

SOURCE: Surveys of 4,668 youth in several U. S. schools, grades 4 to 6, in 2003-04. See Coming into Their Own: Developmental Assets in Middle Childhood.

SURVEY: Me and My World * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities.




http://www.search-institute.org/survey-services/surveys/me-and-my-world

How Are Your Young People Doing?

Developmental Assets ProfileA short, online report with quick results.Measures change across time (pre-post).For grades 4 to 12.

Profiles of Student Life: Attitudes & Behaviors

An in-depth snapshot of young people’s assets, risks, and thriving behaviors.For grades 6 to 12.

Me and My WorldAn in-depth snapshot of young people’s assets, risks, and thriving behaviors.For grades 4 to 6.

Learn more about Search

Institute surveys and how

they can help you understand

and improve outcomes for the

young people you serve.

http://www.search-institute.org/survey-services


http://www.search-institute.org/survey-services

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