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Mercer Island High School Assets Survey Longitudinal Results 2002, 2004, 2006, 2008, 2010.

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Presentation on theme: "Mercer Island High School Assets Survey Longitudinal Results 2002, 2004, 2006, 2008, 2010."— Presentation transcript:

1 Mercer Island High School Assets Survey Longitudinal Results 2002, 2004, 2006, 2008, 2010

2 The Assets survey is administered by the Search Institute, a national research organization which provides the survey and analyses to schools and communities. The survey contains 156 questions which can be clustered into 40 “developmental assets” which the Institute’s research show are highly correlated with student success. The survey results are reported in percent of students whose responses show that they have or do not have each developmental asset. MIHS students have taken the Assets survey in grades 9 and 11 in the fall of 1997, 2002, 2004 and In 2008 and 2010 students in grades 9, 10, 11 and 12 were surveyed. (Students in grades 6, 8, 10, and 12 take the state Healthy Youth Survey in the fall.)

3 Who was surveyed in April 2010 Gender: 594 Females 535 Males Grades: 9 th Graders = th Graders = th Graders = th Graders = 233

4

5 External Assets  Support  Empowerment  Boundaries and Expectations  Constructive Use of Time

6 SUPPORT AssetDefinition 1. Family support 2. Positive family communication 3. Other adult relationships 4. Caring neighborhood 5. Caring school climate 6. Parent involvement in schooling Family life provides high levels of love and support. Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parents(s) Young person receives support from three or more nonparent adults. Young person experiences caring neighbors. School provides a caring, encouraging environment. Parent(s) are actively involved in helping young person succeed in school % 70% 68% 67% 72% 27% 25% 25% 40% 30% 43% 48% 46% 43% 55% 34% 26% 29% 35% 32% 24% 26% 31% 35% 35% 35% 23% 19% 16% 18%

7 Empowerment Asset NameDefinition 7. Community values youth 8. Youth as resources 9. Service to others 10. Safety Young person perceives that adults in the community value youth Young people are given useful roles in the community. Young person serves in the community one or more hours per week Young person feels safe at home, at school, and in the neighborhood % 14% 15% 20% 21% 30% 24% 30% 20% 38% 53% 55% 52% 48% 58% 69% 69% 71% 72% 74%

8 Boundaries and Expectations Asset NameDefinition 11. Family boundaries 12. School boundaries 13. Neighborhood boundaries 14. Adult role models 15. Positive peer influence 16. High expectations Family has clear rules and consequences and monitor the young person’s whereabouts. School provides clear rules and consequences. Neighbors take responsibility for monitoring young peoples behavior. Parent(s) and other adults model positive, behavior. Young person’s best friends model responsible behavior. Both parent(s) and teachers encourage the young person to do well % 45% 42% 39% 46% 46% 35% 31% 33% 29% 43% 38% 34% 38% 39% 35% 38% 35% 33% 32% 66% 63% 59% 67% 66% 44% 44% 44% 47% 47%

9 Constructive Use of Time Asset NameDefinition 17.Creative activities 18.Youth programs 19. Religious community 20. Time at home Young person spends three or more hours per week in lessons or practice in music, theater, or other arts. Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community. Young person spends one or more hours per week in activities in a religious institution. Young person is out with friends “with nothing special to do” two or fewer nights per week % 31% 30% 21% 26% 76% 77% 79% 74% 78% 47% 47% 44% 46% 41% 60% 57% 56% 67% 82%

10 Internal Assets  Commitment to Learning  Positive Values  Social Competencies  Positive Identity

11 Commitment to Learning Asset NameDefinition Achievement motivation 22. School engagement 23. Homework 24. Bonding to school 25. Reading for pleasure Young person is motivated to do well in school. Young person is actively engaged in learning. Young person reports doing at least one hour of homework each day. Young person cares about her or his school. Young person reads for pleasure three or more hours per week. 76% 75% 70% 73% 73% 64% 59% 57% 52% 56% 89% 87% 82% 79% 81% 62% 61% 65% 73% 71% 31% 32% 30% 25% 25%

12 Positive Values Asset NameDefinition Caring 27. Equality and social justice 28. Integrity 29. Honesty 30. Responsibility 31. Restraint Young person places high value on helping other people. Young person places high value On promoting equality and reducing hunger and poverty. Young person acts on convictions and stands up for her or his beliefs. Young person “tells the truth even when it is not easy.” Young person accepts and takes personal responsibility. Young person believes it is important to not be sexually active or to use alcohol or other drugs. 44% 55% __ 49% 58% 42% 47% 47% 45% 53% 69% 73% 72% 66% 73% 62% 65% 61% 60% 66% 56% 58% 57% 57% 65% 38% 32% 26% 28% 33%

13 Social Competencies Asset NameDefinition Planning and decision making 33. Interpersonal competence 34. Cultural competence 35. Resistance skills 36. Peaceful conflict resolution Young person knows how to plan ahead and make choices. Young person has empathy, sensitivity, and friendship skills. Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds. Young person can resist negative Peer pressure and dangerous situations Young person seeks to resolve conflict nonviolently. 32% 32% 32% 35% 39% 44% 47% 45% 48% 46% 49% 49% 47% 50% 45% 42% 40% 36% 49% 45% 54% 53% 57% 54% 57%

14 Positive Identity Asset NameDefinition Personal power 38. Self-esteem 39. Sense of purpose 40. Positive view of personal future Young person feels he or she has control over “things that happen to me.” Young person reports having a high self-esteem. Young person reports that “my life has a purpose.” Young person is optimistic about his or her personal future. 48% 50% 49% 42% 50% 49% 50% 48% 47% 51% 59% 60% 59% 59% 66% 73% 72% 75% 73% 73%


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