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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.
Copyright © 2013 Search Institute®, Minneapolis , MN ; www.search-institute.org. All rights reserved.
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.
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THE POWER OF ASSETS TO PROMOTE YOUTH SUCCESS
Copyright © 2013 Search Institute®, Minneapolis , MN ; www.search-institute.org. All rights reserved.
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.
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.
Copyright © 2013 Search Institute®, Minneapolis , MN ; www.search-institute.org. All rights reserved.
Assets and Youth Persistence
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
54%
65%
77%
87%
Level of Assets Youth Experience
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.
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.
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Assets andHealth Behaviors
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
29%
51%
73%
91%
Level of Assets Youth Experience
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.
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.
Copyright © 2013 Search Institute®, Minneapolis , MN ; www.search-institute.org. All rights reserved.
Assets and Financial Responsibility
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
29%
44%
59%
74%
Level of Assets Youth Experience
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.
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.
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Assets and Valuing Diversity
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 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.
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.
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Assets and Youth Leadership
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
45%
63%
77%
86%
Level of Assets Youth Experience
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.
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.
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THE POWER OF ASSETS TO PREVENT YOUTH PROBLEMS
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Assets andUnderage Drinking
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
44%
23%
9%
2%
Level of Assets Youth Experience
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.
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.
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Assets andTobacco Use
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
22%
8%
2%<1%
Level of Assets Youth Experience
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.
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.
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Assets andIllicit Drug Use
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
41%
19%
6%
<1%
Level of Assets Youth Experience
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.
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.
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Assets andYouth Violence
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
60%
34%
15%
4%
Level of Assets Youth Experience
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.
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.
Copyright © 2013 Search Institute®, Minneapolis , MN ; www.search-institute.org. All rights reserved.
Assets andAnti-Social Behavior
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
47%
21%
6%
1%
Level of Assets Youth Experience
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.
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.
Copyright © 2013 Search Institute®, Minneapolis , MN ; www.search-institute.org. All rights reserved.
Assets andSexual Activity
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
34%
21%
11%
3%
Level of Assets Youth Experience
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.
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.
Copyright © 2013 Search Institute®, Minneapolis , MN ; www.search-institute.org. All rights reserved.
Assets & Depression/ Attempted Suicide
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
42%
26%
11%
3%
Level of Assets Youth Experience
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.
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.
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DEVELOPMENTAL ASSETS & COLLEGE READINESSBASED ON THE DEVELOPMENTAL ASSETS PROFILE
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Assets & College Readiness: Math
Challenged Vulnerable Adequate Thriving
28%
41%
57%
71%
Level of Assets Youth Experience
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
experience in themselves, their families, their schools, and their communities.
On a scale of 0 – 60, Challenged is 0 – 29; Vulnerable is 30 – 41; Adequate is 42 – 51; Thriving is 52-60.
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Assets & College Readiness: Science
Challenged Vulnerable Adequate Thriving
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.
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
experience in themselves, their families, their schools, and their communities.
On a scale of 0 – 60, Challenged is 0 – 29; Vulnerable is 30 – 41; Adequate is 42 – 51; Thriving is 52-60.
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Assets & College Readiness: Time Management
Challenged Vulnerable Adequate Thriving
17%
40%
67%
82%
Level of Assets Youth ExperiencePerc
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.
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
experience in themselves, their families, their schools, and their communities.
On a scale of 0 – 60, Challenged is 0 – 29; Vulnerable is 30 – 41; Adequate is 42 – 51; Thriving is 52-60.
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Assets & College Knowledge:Home Supports
Challenged Vulnerable Adequate Thriving
25%
39%
55%
68%
Level of Assets Youth ExperiencePerc
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.
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
experience in themselves, their families, their schools, and their communities.
On a scale of 0 – 60, Challenged is 0 – 29; Vulnerable is 30 – 41; Adequate is 42 – 51; Thriving is 52-60.
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ME & MY WORLD SURVEY: ELEMENTARY YOUTH (GRADES 4-6)
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Assets andHelping Others
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
32%
59%
76%
95%
Level of Assets Youth Experience
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.
Copyright © 2013 Search Institute®, Minneapolis , MN ; www.search-institute.org. All rights reserved.
Assets andLife Satisfaction
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
36%
60%
82%
93%
Level of Assets Youth Experience
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.
Copyright © 2013 Search Institute®, Minneapolis , MN ; www.search-institute.org. All rights reserved.
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
Copyright © 2013 Search Institute®, Minneapolis , MN ; www.search-institute.org. All rights reserved.
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