nj report 2012 an assessment of the emotional assets v5 c

The Student Stressors and Assets Survey: An Assessment of the Developmental Assets™ of Students in the Bernards Township School District Prepared for Bernards Township Board of Health September 2012

Prepared by:

Kirk Harlow, Dr.P.H. President, DecisionStat

Coordinator, Graduate Programs in Health and Public Administration

Midwestern State University 3410 Taft Blvd.

Wichita Falls, TX 76308

[email protected]

940-397-4745

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Acknowledgement

This project was funded through a Drug Free Communities Support Program Grant # 2 SP12261-

03 from the Substance Abuse and Mental Health Services Administration of the US Department of Health

and Human Services. Additional research support was provided to Dr. Kirk Harlow through Midwestern

State University, Wichita Falls, TX.

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Table of Contents Acknowledgement .......................................................................................................................... 2 Executive Summary ........................................................................................................................ 4

Survey Design and Distribution .................................................................................................. 4 Results and Conclusions ............................................................................................................. 5 Implications of the Results......................................................... Error! Bookmark not defined.

Introduction ..................................................................................................................................... 9 Survey Design and Procedures ....................................................................................................... 9

Survey Design ............................................................................................................................. 9 Survey Distribution ................................................................................................................... 10

Survey Results .............................................................................................................................. 10

Student Characteristics.............................................................................................................. 11

Developmental Assets ................................................................................................................... 14

Support ...................................................................................................................................... 15 Parental support .................................................................................................................... 15 School Support ...................................................................................................................... 17 Other Support ........................................................................................................................ 18

Sources of Support ................................................................................................................ 18 Boundaries and Expectations .................................................................................................... 20

Constructive Use of Time ......................................................................................................... 20 Commitment to Learning .......................................................................................................... 22 Positive Identity ........................................................................................................................ 23

Social Competencies ................................................................................................................. 25 Positive Values.......................................................................................................................... 28

Empowerment ........................................................................................................................... 29

Risk and Behavioral Problems ...................................................................................................... 30

Behavioral problems ............................................................................................................. 30 Alcohol and Drugs ................................................................................................................ 31

Student Cheating and Bullying ..................................................................................................... 35

Cheating ................................................................................................................................ 35 Bullying................................................................................................................................. 36

Relationships ................................................................................................................................. 37 Differences between the 2005 and 2012 Surveys ......................................................................... 39

Support .................................................................................................................................. 39

Boundaries and expectations................................................................................................. 40 Constructive use of time ....................................................................................................... 40 Commitment to learning ....................................................................................................... 41

Positive Identity .................................................................................................................... 41

Social competence ................................................................................................................ 42 Positive values ...................................................................................................................... 42 Empowerment ....................................................................................................................... 42 Summary of Comparisons..................................................................................................... 42

Summary and Conclusions ........................................................................................................... 42 Implications of the Results........................................................................................................ 44

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The Student Stressors and Assets Survey:

An Assessment of the Developmental Assets™ of Students in

the Bernards Township School District

Prepared by Kirk Harlow, Dr.P.H.

September 2012

Executive Summary

The results of a survey of 6th, 8

th, 10

th, and 12

th grade students in Bernards Township, NJ School

District conducted in Spring 2012 are presented in this report. The survey was similar to the survey

conducted in Spring 2005. The survey was designed to examine the Developmental Assets of students.

Developmental Assets are factors, that if present, may help prevent or protect against high-risk behavior

such as drug abuse or delinquency. The eight Developmental Asset categories that were examined

included:1

1. Support—support from family, school, and community;

2. Constructive use of time—enriching activities in which young people can participate;

3. Boundaries and expectation—clear expectations and limits;

4. Commitment to learning—lifelong commitment to learning and education;

5. Positive identity—Sense of purpose and worth;

6. Social competencies—Skills equipping young people to make effective choices;

7. Positive values—guiding values for choices; and

8. Empowerment—valuing of young people by the community.

Survey Design and Distribution

The design of the 2005 survey was a collaborative effort involving staff of the Bernards

Township Health Department, staff from the Bernards Township School District, and Kirk Harlow,

Dr.P.H. of DecisionStat/Midwestern State University. The 2012 survey incorporated items from that

survey, as well as the addition of some new items to examine areas not in the original survey.

Survey items to assess the Developmental Assets and other content areas were developed in two

ways. Twenty-five of the survey’s questions were taken directly from the Search Institute Profiles of

Student Life: Attitudes and Behaviors.2 This instrument was designed by the Search Institute as a tool to

examine Developmental Assets, and the items selected were identified by the design group as

representative of the Developmental Asset areas to be assessed.

The remaining questions were designed specifically for this survey. These items were designed

to capture information on a number of risk behaviors including alcohol and drug use. The purpose of this

information was to provide an estimate of the prevalence of high-risk behavior. In addition, it was

necessary for tests of association of the strength of Developmental Assets with risk behaviors. Some of

the other information that was collected included student demographics, student cheating activities,

bullying experiences, potential adult confidants, and participation in extra-curricular activities.

The target population for the survey included all 6th, 8

th, 10

th, and 12

th graders in the School

District. Parents were informed of the survey and asked to grant permission to complete the survey.

Surveys were provided to students whose parents granted permission. Teachers distributed the surveys in

their classrooms and the surveys were completed at that time. Students were encouraged to complete all

1 See the Search Institute, http://www.search-institute.org/content/40-developmental-assets-adolescents-ages-12-18

2 © Search Institute, Minneapolis, MN, 1996.

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survey items, but were advised that they could leave a question blank if they did not want to answer it.

All questionnaires were anonymous and sent to DecisionStat for entry and tabulation.

The response rates by gender and grade are presented in Table 1. There were 1035 completed

surveys, resulting in an overall response rate of 56%. As Table 1 shows, there are some notable

differences in response rates when looked at by gender and grade. In particular, the response rate was

quite low for 8th graders. There were some difficulties with survey distribution for this grade because the

survey was distributed at the end of the school year.

Table 1. Response Rates by Grade and Gender

Grade Males Females Total

6th 56% 62% 59%

8th 31% 33% 32%

10th 77% 84% 80%

12th 48% 63% 56%

Total 53% 60% 56%

Results and Conclusions

Overall, most of the students surveyed reported high levels of Developmental Assets. This

suggests that most students had in place factors that contribute to reducing risk behaviors. Three

summary tables designed to provide an overview of the survey results are presented below. These tables

provide the results of selected survey items that represent each of the Developmental Asset categories.

While the summary tables do not include the results of all the survey items, the general results presented

are consistent with those discussed in detail in the report.

The mean scores for seven of the eight Developmental Asset categories are presented in Table 2.

Because the Developmental Asset category, Constructive Use of Time, was measured in terms of

participation in activities, the results are presented separately in Table 3.

Table 2 indicates high mean scores across the Developmental Asset categories; results consistent

with the more detailed frequency scores noted in the report. As Table 3 shows, about three-fourths of the

students indicated participation in some athletic or intramural activity, and most students considered the

participation at least worthwhile.

Table 2. Summary Mean Scores for Seven Developmental Asset Categories by Grade

Asset Categories

Grade in School

6th 8th 10th 12th Total

Mean Count Mean Count Mean Count Mean Count Mean Count

Support summary 4.1 264 3.8 153 3.7 364 3.9 257 3.9 1038

Boundaries

summary 3.8 264 3.7 153 3.6 364 3.4 257 3.6 1038

Commitment to

learning summary 4.1 264 4.0 153 4.0 364 4.1 257 4.0 1038

Positive identity

summary 4.1 264 3.8 153 3.4 364 3.6 257 3.7 1038

Social competency

summary 3.7 264 3.8 153 3.7 364 3.7 257 3.7 1038

Positive values

summary 4.0 264 3.7 153 3.7 364 3.7 257 3.8 1038

Empowerment

summary 3.2 264 2.8 153 3.0 364 3.0 257 3.0 1038

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Table 3. Participation in Athletics/Intramural Sports

Have you participated in Athletics/Intramural sports?

Grade in School Yes No

Row N % Count Row N % Count

6th 76.9% 90 23.1% 27

8th 80.2% 85 19.8% 21

10th 80.7% 292 19.3% 70

12th 74.9% 191 25.1% 64

Total 78.3% 658 21.7% 182

If yes, how worthwhile do you think your participation was?

Not worthwhile Somewhat worthwhile Very worthwhile

Grade in School Row N % Count Row N % Count Row N % Count

6th 3.4% 3 22.7% 20 73.9% 65

8th 12.0% 11 32.6% 30 55.4% 51

10th 9.5% 28 29.7% 88 60.8% 180

12th 7.3% 14 33.0% 63 59.7% 114

Total 8.4% 56 30.1% 201 61.5% 410

A number of questions were asked regarding inappropriate behavior including stealing, physical

fighting, skipping class, going to the principal’s office, alcohol use, and drug use. These questions were a

subset of the asset category, Positive Values. The two areas with the highest proportions of student

involvement were use of alcohol and drugs. These results are summarized in Table 4. As the table

shows, the quantity of use of both alcohol and drugs increases with grade level. By 12th grade, nearly one

fourth of the respondents indicated getting drunk more than five times in the past three months. Slightly

less than one fourth of the 12th graders indicated using drugs six times in the past year.

Table 4. Use of Alcohol and Drugs by Grade

Grade in School


Count Column

N %

Count Column

N %

Count Column N

%

Count Column

N %

Count Column

N %

In the past 3 months, have you drunk beer, wine, or

“hard” liquor, not counting religious occasions?

Never 160 93.6% 105 82.0% 143 39.5% 50 19.8% 458 50.1%

1 or 2 times 9 5.3% 15 11.7% 101 27.9% 52 20.6% 177 19.4%

3 or 4 times 1 0.6% 4 3.1% 52 14.4% 47 18.6% 104 11.4%

5 or more times 1 0.6% 4 3.1% 66 18.2% 104 41.1% 175 19.1%

In the past 3 months, how many times have you

gotten drunk?

Never 165 98.8% 116 92.1% 224 62.2% 102 40.0% 607 66.9%

1 or 2 times 0 0.0% 5 4.0% 68 18.9% 52 20.4% 125 13.8%

3 or 4 times 0 0.0% 2 1.6% 38 10.6% 40 15.7% 80 8.8%

5 or more times 2 1.2% 3 2.4% 30 8.3% 61 23.9% 96 10.6%

In the past year, how often used a drug other

than alcohol to get high?

Never 113 98.3% 96 91.4% 267 74.2% 138 53.9% 614 73.4%

1 or 2 times 2 1.7% 4 3.8% 29 8.1% 36 14.1% 71 8.5%

3 or 4 times 0 0.0% 1 1.0% 15 4.2% 15 5.9% 31 3.7%

5 or 6 times 0 0.0% 1 1.0% 6 1.7% 8 3.1% 15 1.8%

More than 6 times 0 0.0% 3 2.9% 43 11.9% 59 23.0% 105 12.6%

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In general, the findings are quite positive. The findings suggest that the students surveyed have

high levels of Developmental Assets in place. In addition, analysis of the relationship between the

Developmental Asset categories and alcohol and drug use indicates that many of the Developmental

Assets are protective; that is, the presence of an asset is associated with lower involvement in

inappropriate behaviors. Thus, strengthening the Developmental Assets of students should contribute to

the prevention of risk behaviors.

The Developmental Asset categories are very broad constructs. The summary tables do not fully

reflect some of the variation within the developmental asset categories. In addition, even though the

overall scores are positive, noteworthy proportions of students had low scores in some categories. The

list that follows is a summary of the key findings.

There is a cause for concern about alcohol use. The results indicated higher alcohol use

among students in athletics compared to others. A similar result was found in the 2005

survey. There also was an indication that some students are riding in cars in which they

perceive the driver as being drunk. Considering all the results related to alcohol use, it

appears there may be social norms that support the inappropriate use of alcohol.

While parental support was high, about one-fourth of all students indicated feeling too

much pressure from parents to do well. Students who felt too much pressure also indicated

feeling less support from parents.

About half of the students indicated getting support from teachers, but only 30% of all

students indicated feeling that teachers cared about them.

Students indicated feeling that school rules were clear, but not necessarily family rules. In

addition, it appeared that punishment for breaking family rules was not consistent. An

inverse relationship between the clarity of family rules and involvement in risk behavior

such as alcohol or drug use was found.

Students indicated knowing how to set limits, but they also indicated acting without

thinking. Thus, even though they were high on the Social Competence category, there is

the potential for impulsive behavior to override self-regulatory behavior.

By 10th grade over 25% of the students indicated cheating on a test two or more times in the

past year. About two-thirds of 10th and 12

th graders indicated copying homework two or

more times in the past year.

Implications of the Results

The results of the survey indicated that most students possess high levels of the Development

Assets. In general, there was little change from the results of the 2005 survey. This is a positive result,

since it indicates that the high Developmental Asset levels have continued. There are, however, some

areas that merit further consideration.

Similar to the results of the 2005 survey, there was significant use of alcohol among

students, especially athletes. This suggests that a concerted effort may be needed to address

the risk associated with alcohol use among these students. The results indicate that some of

the underlying factors may be related to social norms, so efforts may be needed to change

the norms among students.

The evidence that some students are riding in cars in which the driver is drunk suggests the

need for increased efforts to prevent driving while drunk. It may not be possible to prevent

drinking among young people, but communicating about designated drivers, approaches for

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taking the keys of a potential drunk driver, and arrangements with local taxi companies are

among the possible responses to the issue.

There were clear, positive relationships between the Developmental Assets and lower

involvement in risk behaviors. While many students have high scores for the assets,

exploring measures that may strengthen the assets for at-risk students should be considered.

Cheating in school has become a national problem, and the survey’s results indicate the

problem is also present in these students. It may be useful to explore approaches to reduce

cheating.

There was an identified relationship between thrill seeking and impulse control, and high-

risk behavior. While students indicated being able to say “no,” they also indicated that

impulses could reduce resistance. Developing programs that focus not only on resistance,

but impulse control, may be worthwhile. In addition, targeting high-risk students such as

those with Attention Deficit Hyperactivity Disorder may be of value.

The results of the survey, in an appropriate format, should be made available not only to

adults in the community, but also the students. Sharing the results is empowering, and an

opportunity to open discussion about the issues examined in the survey. The results may

also be applicable in a number of classes as illustrations of concepts. Dissemination of the

results can be a useful approach for strengthening student and community engagement in

the school. In addition, sharing the results can be helpful in opening up discussions about

some of the social norms that may contribute to problem areas.

Full Report Continued on Next Page

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The Student Stressors and Assets Survey:

An Assessment of the Developmental Assets™ of Students in

the Bernards Township School District Prepared by Kirk Harlow, Dr.P.H.

September 2012

Introduction

A survey of 6th, 8

th, 10

th, and 12

th grade students in Bernards Township, NJ School District was

conducted in Spring 2012. The results of the survey are presented in this report. The survey was similar

to a survey of student in the School District conducted in Spring 2005. It was designed to examine the

Developmental Assets of students. Developmental Assets are factors, that if present, may help prevent or

protect against high-risk behavior such as drug abuse or delinquency. The eight categories of

Developmental Assets are briefly listed below.3









In addition to gathering information on Developmental Assets, information on a number of risk

behaviors was collected. The purpose of this information was to provide, both information on the

prevalence of high-risk behavior, and to provide the ability to examine if the presence of Developmental

Assets was associated with levels of high-risk behavior. Several other categories of information were also

collected: including student demographics, bullying experiences, potential adult confidants, participation

in extra-curricular activities, and student engagement in cheating.

The results of the survey are presented in the remainder of this report. A discussion of the survey

design and distribution procedures is presented in the next section. This is followed by a presentation of

the results of the survey. The Results section is divided into several subsections including results on the

characteristics of student respondents, the assessment of the Developmental Assets of students, the

examination of the relationship of the Developmental Assets to risk behavior, and a comparison of the

current survey results to those from 2005. The report is concluded with comments on the implications of

the results.

Survey Design and Procedures

Survey Design

The design of the 2005 survey was a collaborative effort involving staff of the Bernards

Township Health Department, staff from the Bernards Township School District, and Kirk Harlow,

3 See the Search Institute, http://www.search-institute.org/content/40-developmental-assets-adolescents-ages-12-18

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Dr.P.H. of Midwestern State University/DecisionStat. The 2012 survey incorporated items from that

survey, with the addition of some new items to examine areas not included in the 2005 survey.

Survey items for the content areas were developed in two ways. First, twenty-five of the survey’s

questions were taken directly from the Search Institute Profiles of Student Life: Attitudes and

Behaviors. 4 This instrument was designed by the Search Institute as a tool to examine Developmental

Assets, and the items selected were identified by the 2005 design group as representative of the

Developmental Asset areas to be assessed. These represented survey items that had demonstrated

effective construction, thereby improving the overall survey design.

The remaining questions were designed specifically for this survey applying commonly used

formats in the construction of the items, or adapting items that were used in other surveys. The questions

used to examine student cheating were adapted from a survey conducted by the Josephson Institute.5

Survey Distribution

The target population for the survey included all 6th, 8

th, 10

th, and 12

th graders in the School

District. Parents were informed of the survey and asked to grant permission to complete the survey.

Teachers distributed the surveys in their classrooms, and the surveys were completed at that time.

Students were encouraged to complete all survey items, but were advised that they could leave a question

blank if they did not want to answer it. All questionnaires were anonymous and sent to DecisionStat for

entry and tabulation.

The response rates by gender and grade are presented in Table 5. There were 1035 completed

surveys, resulting in an overall response rate of 56%. As Table 5 shows, there are some notable

differences in responses rates when looked at by gender and grade. In particular, the response rate was

quite low for 8th graders. There were some difficulties with survey distribution for this grade because the

survey was distributed at the end of the school year.

Table 5. Response Rates by Grade and Gender

Grade Males Females Total

6th 56% 62% 59%

8th 31% 33% 32%

10th 77% 84% 80%

12th 48% 63% 56%

Total 53% 60% 56%

Survey Results

The results of the survey are presented in four general sections. The demographic characteristics

of the students completing the survey are presented in the first section in order to provide the reader with

an understanding of the nature of the student population. The second section, Developmental Assets,

provides the results of the survey for each of the eight Developmental Asset categories. The third section

includes results on questions that are not specifically part of the analysis of Development Assets. A more

extensive analysis of the factors that relate to the ratings of Developmental Assets is provided in the

fourth section. Finally, a discussion comparing the results of the 2005 survey to those from the 2012

survey is presented in the fifth section.

4 The Search Institute’s survey items were used by permission. © Search Institute, Minneapolis, MN, 1996.

5 See this website for information on the survey: http://charactercounts.org/programs/reportcard/2010/index.html

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Student Characteristics

An overview of the characteristics of the students completing the survey is presented in this

section to provide a profile of the respondent population. Additional discussion of the relationship of the

demographic factors to other factors examined in the survey is provided later in the report.

The gender breakdown of the student respondents is presented in Figure 1. There were slightly

more female respondents (52.7%) than male respondents (47.3%). The breakdown of student respondents

by grade in school is presented in Figure 2. As noted above, the number of respondents is markedly

lower for the 8th grade than the other grades.

A further breakdown of the respondents by their grade in school and gender is presented in

Figure 3. While the overall respondent population had slightly more females than males, the gender mix

varied somewhat among the different grade levels. In particular, the difference in proportions for males

and females was distinctly greater for respondents in the 12th grade than in the other grades. In other

words, much of the overall difference in gender proportions is attributable to the respondents in the 12th

grade.

Figure 1

Student Gender

Figure 2

Current Grade in School

Figure 3

Current Grade in School by Gender

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The age distribution of students presented in Figure 4 is consistent with ages expected for the

grades surveyed and the proportions of respondents by grade level. Nearly one quarter of the respondents

were age 16, and nearly half of the respondents were 16 or older. Just over a quarter of the respondents

were age 12 or younger.

As shown in Figure 5, about three-fourths of the students responding indicated White as their

ethnicity, and a sizable number of students (18.4 %) indicated Asian or Pacific Islander. Only a small

number of students noted African American, Hispanic/Latino, American Indian, or other. These results

are consistent with the ethnic composition of the population in the school district.6

The majority of students (84%) indicated living with both parents (See Figure 6). This is a

markedly higher proportion than the 61% reported by the U.S. Bureau of the Census.7 Figure 7 indicates

that most of the student respondents have lived in the community over 5 years, and over two-thirds have

lived in the community over 10 years. Taken together, these two figures indicate a very stable living

situation for most of the student respondents.

6 The 2010 Census for Bernards Township indicated 78% White/Non-Hispanic and 14% Asian, and 8% other

groups. U.S. Bureau of the Census. Census 2010. Table DP-1. Profile of General Demographic Characteristics:

2010, Bernards Township, Somerset County, NJ. Please note that the definitions of racial and ethnic categories are

complex. U.S. census data is reported using a number of different definitions, so the results may vary slightly

depending on the definition used.

7 Source: United States Census Bureau, 2010 Census of the Population, Table QT-P12.

Figure 5

Ethnic Composition of Students

Figure 4

Current Age of Students

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The class letter grades reported by the students are presented in Figure 8. Three-fourths of the

students indicated receiving at least As and Bs. Less than four percent of the students indicated grades of

C or lower. By traditional standards, the performance of most students is above average.

The availability of discretionary money is one factor that may contribute to substance abuse,

since resources are available for making purchases. As shown in Figure 9 above, about two-thirds of the

students indicated they received money as needed rather than an allowance. The results in Table 6 reveal

some variations among the grades, but “get money as needed” is still the most likely response. In

addition, only about 13% of the respondents indicated having a job (See Figure 10). Since most students

do not receive a fixed sum of money, it is difficult to determine to what extent discretionary money is

available. That said, the young person who is so inclined certainly is able to divert money from one

purpose to another.

Figure 6

Current Living Situation

Figure 7

Time Lived in Community

Figure 8

School Grades

Figure 9

What is Your Allowance?

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Table 6. Amount of Allowance by Grade in School

What is your allowance?

$5.00 or less

$5.01 to

$10.00

$10.01 to

15.00

$15.01 to

20.00

$20.01 to

$25.00

More than

$25.00

Get money as

needed

Count Row N

%

Count Row N

%

Count Row N

%

Count Row N

%

Count Row N

%

Count Row N

%

Count Row N

%

Grade in

School

6th 57 21.7% 26 9.9% 10 3.8% 5 1.9% 0 0.0% 3 1.1% 162 61.6%

8th 27 17.8% 8 5.3% 2 1.3% 5 3.3% 1 0.7% 1 0.7% 108 71.1%

10th 36 10.0% 19 5.3% 14 3.9% 13 3.6% 10 2.8% 12 3.3% 257 71.2%

12th 37 14.4% 11 4.3% 8 3.1% 12 4.7% 7 2.7% 13 5.1% 169 65.8%

Total 157 15.2% 64 6.2% 34 3.3% 35 3.4% 18 1.7% 29 2.8% 696 67.4%

The student respondents mirror the school district's students, because they are predominantly

White, have lived in the community most of their school-aged lives, live with both parents, and tend to

have grades that are above average. There were slightly more female than male respondents, especially

among those in the 12th grade. The largest segment of respondents were age 16 and over, followed by

those 12 and under.

Developmental Assets

One aim of the survey was to assess to what extent the students in the school district had as a set

of attributes that may contribute to the prevention of high-risk behavior. The Search Institute developed

one framework for assessing these attributes that includes eight Developmental Asset categories and 40

corresponding Developmental Assets. Research has suggested that these assets may be protective factors

and play a part in preventing inappropriate and high-risk behaviors among youth.8

8 For more information, please see the Search Institute website: http://www.search-institute.org/content/what-are-

developmental-assets.

Figure 10

Do You Currently Have a Job?

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The eight categories of Developmental Assets are listed briefly below.9 The results of the survey

are presented in separate sections for each asset category.









Support

The first major category of Developmental Assets identified by the Search Institute is Support.

Research suggests that the presence of support from parents and others is one of the most important

factors in the prevention of high-risk behavior. The results of the survey items related to support are

presented in this section of the report.

Parental support

One part of the general category of support is parental support. Students were asked two

questions regarding their parents’ involvement with and interest in their school work. As can be seen in

Table 7, about three-fourths of the 6th graders indicated that parents help with homework at least

sometimes, but this declined to about 27% for 12th graders. About 70% of the students indicated that their

parents spoke with them about school either “Often” or “Very often” in the 6th grade, declining to about

49% for 12th graders. These two questions suggest quite high parental support and involvement, although,

as might be expected, parental support declined as the grade levels increased.

Table 7. Frequency of Parental School Involvement by Grade Level

Grade in School


Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

How often do

parents help

you with

homework?

Very often 33 12.8% 5 3.4% 7 1.9% 4 1.6% 49 4.8%

Often 60 23.3% 24 16.4% 28 7.8% 19 7.4% 131 12.8%

Sometimes 100 38.9% 46 31.5% 121 33.5% 47 18.3% 314 30.8%

Seldom 55 21.4% 50 34.2% 134 37.1% 96 37.4% 335 32.8%

Never 9 3.5% 21 14.4% 71 19.7% 91 35.4% 192 18.8%

How often do

parents talk

to you about

what you are

doing in

school?

Very often 86 33.7% 46 31.1% 86 23.8% 42 16.3% 260 25.4%

Often 99 38.8% 45 30.4% 115 31.8% 83 32.3% 342 33.5%

Sometimes 52 20.4% 34 23.0% 103 28.5% 83 32.3% 272 26.6%

Seldom 14 5.5% 18 12.2% 40 11.0% 34 13.2% 106 10.4%

Never 4 1.6% 5 3.4% 18 5.0% 15 5.8% 42 4.1%

9 Search Institute. Asset categories. http://www.search-institute.org/developmental-assets/lists

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Parental support was assessed further using three additional survey items; “My parents give me

help and support when I need it,” “My parents push me to do the best that I can,” and “My parents put too

much pressure on me to do well.” The first two items reflect slightly different forms of parental support.

The third item was included to assess the extent students may feel too much pressure from parents, even if

they also receive help and support.

As shown in Table 8, about 87% of the total students indicated they “Agreed” or “Strongly

agreed” with the statement, “My parents give me help and support when I need it.” In addition, only

3.1% indicated that they “Disagree” or “Strongly disagree” with the statement. The results were very

similar for the statement, “My parents push me to do the best that I can,” with about 84% agreeing or

strongly agreeing with the statement.

Table 8. Parental Support-related Survey Items by Grade Level

Grade in School

6th 8th 10th 12th Total Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

My parents

give me help

and support

when I need it

Strongly

disagree

1 0.4% 5 3.3% 5 1.4% 6 2.3% 17 1.6%

Disagree 5 1.9% 7 4.6% 18 5.0% 6 2.3% 36 3.5%

Neutral 11 4.2% 24 15.9% 45 12.5% 25 9.7% 105 10.2%

Agree 88 33.5% 48 31.8% 155 42.9% 120 46.7% 411 39.8%

Strongly

agree

158 60.1% 67 44.4% 138 38.2% 100 38.9% 463 44.9%

My parents

push me to do

the best that I

can

Strongly

disagree

3 1.2% 3 2.0% 4 1.1% 4 1.6% 14 1.4%

Disagree 3 1.2% 4 2.7% 11 3.0% 7 2.7% 25 2.4%

Neutral 14 5.4% 16 10.8% 49 13.5% 36 14.1% 115 11.2%

Agree 65 25.0% 45 30.4% 160 44.1% 121 47.3% 391 38.1%

Strongly

agree

175 67.3% 80 54.1% 139 38.3% 88 34.4% 482 46.9%

My parents

put too much

pressure on

me to do well

Strongly

disagree

50 20.2% 19 13.0% 21 5.8% 25 9.8% 115 11.4%

Disagree 74 29.8% 33 22.6% 111 30.7% 87 34.3% 305 30.2%

Neutral 66 26.6% 43 29.5% 106 29.3% 82 32.3% 297 29.4%

Agree 41 16.5% 28 19.2% 81 22.4% 43 16.9% 193 19.1%

Strongly

agree

17 6.9% 23 15.8% 43 11.9% 17 6.7% 100 9.9%

Table 8 also reveals some differences among the grade levels on the two items related to parental

support. In general, the perceived level of parental support tended to be inversely related to grade level.

Like the results in Table 7, this is indicative of a natural transition toward more independence among

older students. Even though there was a decline in perceived support as grade level increased, the overall

level of support remained high for all four grade groups.

Looking further at Table 8, 29% of the students indicated “Agree” or “Strongly agree” with the

statement, “My parents put too much pressure on me to do well.” In addition, only 42% of the students

indicated some level of disagreement with the statement. These results suggest a sizable proportion of

students are feeling a high level of pressure.

Overall, the results of the survey suggest that parental support is quite high in the student

population. Most students indicated that their parents helped with homework and talked with them about

school. Over 80% of the students indicated getting support from parents, and about the same number also

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indicated that parents push them to do their best. A somewhat less positive result was that 29% of

students indicated getting too much pressure from parents. An analysis of the support items indicated an

inverse correlation (Tau b = -.233, p < .01)10

between the two items, suggesting that students feeling too

much pressure from parents also may feel less supported by parents.

School Support

There were a number of questions that examined support in school, and the results for these items

are presented in Table 9. About 49% of the total number of students indicated, “Strongly agree” or

“Agree” with the statement, “I get lot of encouragement at school,” and 56% noted “Strongly agree” or

“Agree” with the statement, “Teachers at school push me to do the best I can.” There was, however, quite

a lot of variation in the results for the two questions from grade-to-grade. The question on encouragement

did not have a clear pattern, suggesting that the ratings are specific to the respondents in a particular

grade. The results for the second question, “Teachers at school push me to do the best I can,” are

somewhat higher for 6th and 8

th graders than 10

th and 12

th graders.

Students’ views of the level of caring of teachers were a bit more tepid than those for the other

two questions. Only 31% noted “Agree” or “Strongly agree” with respect to the statement, “My teachers

really care about me.” The difference in results may suggest that students make a distinction between

encouragement to perform and caring.

Table 9. School Support by Grade Level

Grade in School


N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

I get a lot of

encouragement

at school

Strongly

disagree

11 4.2% 8 5.3% 14 3.9% 6 2.3% 39 3.8%

Disagree 12 4.6% 11 7.2% 49 13.5% 21 8.2% 93 9.0%

Neutral 93 35.4% 59 38.8% 151 41.7% 96 37.4% 399 38.6%

Agree 102 38.8% 56 36.8% 121 33.4% 117 45.5% 396 38.3%

Strongly

agree

45 17.1% 18 11.8% 27 7.5% 17 6.6% 107 10.3%

Teachers at

school push me

to do the best I

can

Strongly

disagree

5 1.9% 7 4.7% 15 4.1% 7 2.7% 34 3.3%

Disagree 11 4.2% 5 3.3% 56 15.4% 26 10.1% 98 9.5%

Neutral 68 26.0% 49 32.7% 118 32.5% 83 32.3% 318 30.8%

Agree 112 42.7% 62 41.3% 151 41.6% 117 45.5% 442 42.8%

Strongly

agree

66 25.2% 27 18.0% 23 6.3% 24 9.3% 140 13.6%

My teachers

really care about

me

Strongly

disagree

17 7.4% 14 10.0% 54 15.0% 18 7.1% 103 10.4%

Disagree 36 15.7% 16 11.4% 84 23.3% 56 22.0% 192 19.5%

Neutral 81 35.2% 56 40.0% 143 39.6% 102 40.0% 382 38.7%

Agree 65 28.3% 37 26.4% 70 19.4% 69 27.1% 241 24.4%

Strongly

agree

31 13.5% 17 12.1% 10 2.8% 10 3.9% 68 6.9%

10

Tau b is a measure of correlation used for the type of data in these survey items.

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Other Support

The third area of support examined through the questionnaire was support in addition to parents

and school (See Table 10). Over two-thirds of the students in all four grade levels indicated, “There is

always someone to turn to.” More than half of the 6th and 8

th graders and slightly less than half of the 10

th

and 12th graders indicated, “There are a lot of people who care about them in their neighborhood.” In

addition, about three-fourths of the students in each grade level noted that they could make friends easily.

Table 10. Other Support Factors by Grade Level

Grade in School


N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

There is always

someone I can

turn to if I

need help

Strongly

disagree

3 1.2% 5 3.4% 16 4.4% 7 2.7% 31 3.1%

Disagree 9 3.7% 12 8.3% 31 8.6% 22 8.6% 74 7.4%

Neutral 35 14.5% 28 19.3% 64 17.7% 35 13.7% 162 16.1%

Agree 80 33.1% 46 31.7% 144 39.8% 117 45.9% 387 38.5%

Strongly

agree

115 47.5% 54 37.2% 107 29.6% 74 29.0% 350 34.9%

There are a lot

of people who

care about me

in my

neighborhood

Strongly

disagree

14 5.5% 9 6.0% 22 6.1% 21 8.2% 66 6.4%

Disagree 31 12.1% 17 11.4% 61 16.8% 48 18.8% 157 15.3%

Neutral 71 27.7% 43 28.9% 106 29.2% 83 32.4% 303 29.6%

Agree 77 30.1% 50 33.6% 137 37.7% 80 31.2% 344 33.6%

Strongly

agree

63 24.6% 30 20.1% 37 10.2% 24 9.4% 154 15.0%

I make friends

easily

Strongly

disagree

9 3.7% 11 7.6% 4 1.1% 7 2.7% 31 3.1%

Disagree 12 4.9% 4 2.8% 26 7.2% 20 7.8% 62 6.2%

Neutral 46 18.8% 27 18.8% 55 15.2% 40 15.7% 168 16.7%

Agree 98 40.0% 61 42.4% 192 53.0% 128 50.2% 479 47.6%

Strongly

agree

80 32.7% 41 28.5% 85 23.5% 60 23.5% 266 26.4%

Sources of Support

A final set of support questions examined potential student confidants other than parents.

Table 11 indicates that students were most likely to confide in a close relative or friend with about 84% of

the students indicating “Somewhat likely” or “Very likely.” Confiding in a teacher, guidance/other

school counselor, or coach were the next most likely choices, although a close relative or friend was more

likely. In addition, there was a general tendency for students in 6th and 8

th grade to indicate a willingness

to confide in others than those in 10th and 12

th grade.

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Table 11. Confidant Type by Grade Level

Grade in School


Count

Column N

% Count

Column N

% Count

Column N

% Count

Column N

% Count

Column N

%

Confide in

teacher

Not likely at

all

78 30.4% 61 41.8% 197 54.3% 122 47.5% 458 44.8%

Somewhat

likely

133 51.8% 68 46.6% 143 39.4% 119 46.3% 463 45.3%

Very likely 46 17.9% 17 11.6% 23 6.3% 16 6.2% 102 10.0%

Confide in a

coach

Not likely at

all

113 44.0% 67 45.6% 197 54.3% 147 57.4% 524 51.2%

Somewhat

likely

117 45.5% 57 38.8% 117 32.2% 80 31.2% 371 36.3%

Very likely 27 10.5% 23 15.6% 49 13.5% 29 11.3% 128 12.5%

Confide in a close

relative/family

friend

Not likely at

all

23 8.9% 23 15.6% 70 19.3% 43 16.9% 159 15.6%

Somewhat

likely

77 30.0% 55 37.4% 126 34.7% 96 37.6% 354 34.6%

Very likely 157 61.1% 69 46.9% 167 46.0% 116 45.5% 509 49.8%

Confide in

guidance/other

school counselor

Not likely at

all

71 27.6% 83 56.8% 170 46.8% 114 44.5% 438 42.9%

Somewhat

likely

101 39.3% 48 32.9% 149 41.0% 97 37.9% 395 38.6%

Very likely 85 33.1% 15 10.3% 44 12.1% 45 17.6% 189 18.5%

Confide in

student assistance

counselor

Not likely at

all

119 46.5% 103 71.0% 248 68.3% 175 68.6% 645 63.3%

Somewhat

likely

107 41.8% 32 22.1% 95 26.2% 63 24.7% 297 29.1%

Very likely 30 11.7% 10 6.9% 20 5.5% 17 6.7% 77 7.6%

Confide in school

nurse

Not likely at

all

156 60.9% 119 81.5% 307 84.8% 224 87.2% 806 78.9%

Somewhat

likely

85 33.2% 23 15.8% 50 13.8% 27 10.5% 185 18.1%

Very likely 15 5.9% 4 2.7% 5 1.4% 6 2.3% 30 2.9%

Confide in

doctor, nurse, or

other health

professional

Not likely at

all

115 45.3% 98 67.1% 223 61.4% 136 53.1% 572 56.1%

Somewhat

likely

99 39.0% 37 25.3% 101 27.8% 84 32.8% 321 31.5%

Very likely 40 15.7% 11 7.5% 39 10.7% 36 14.1% 126 12.4%

Confide in an

adult in your

neighborhood

Not likely at

all

144 56.7% 96 65.8% 258 71.1% 178 69.5% 676 66.3%

Somewhat

likely

96 37.8% 40 27.4% 89 24.5% 63 24.6% 288 28.3%

Very likely 14 5.5% 10 6.8% 16 4.4% 15 5.9% 55 5.4%

In summary, the results of the survey on the Developmental Asset category of Support suggest

that the students responding to the survey perceived themselves as having support from parents, the

school, and others. Although the results were mostly positive, several areas could be strengthened. First,

the results indicated that a sizable proportion of students indicated feeling too much pressure from

parents. In addition, less than half of the students indicated feeling encouragement in school. It is

possible that these issues are offset by other support factors, but the young person for whom other sources

of support are not present may be at higher risk for problem behaviors.

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Boundaries and Expectations

A second major category of Developmental Assets identified by the Search Institute is

Boundaries and Expectations. This category is comprised of Developmental Assets related to rules and

expectations.

Three items on school and family rules are presented in Table 12. Less than half of the students

indicated any level of agreement with the statement, “If I break one of my family rules, I usually get

punished.” About two-thirds of all the student respondents indicated some level of agreement with the

statement that the school has clear rules, compared with only 57% indicating the family had clear rules.

The results suggest that there is more ambiguity regarding rules in students’ home settings than in the

school setting, although the majority of students indicated clear rules in both settings.

Table 12. Family and School Rules by Grade

Grade in School

6th 8th 10th 12th Total Count Column N

%

Count Column N

%

Count Column N

%

Count Column N

%

Count Column N

%

If I break one of

my family rules, I

usually get

punished

Strongly

disagree

13 5.0% 13 8.7% 16 4.4% 18 7.0% 60 5.8%

Disagree 21 8.0% 20 13.3% 59 16.3% 56 21.8% 156 15.1%

Neutral 86 32.8% 37 24.7% 103 28.5% 79 30.7% 305 29.6%

Agree 98 37.4% 49 32.7% 128 35.4% 73 28.4% 348 33.8%

Strongly

agree

44 16.8% 31 20.7% 56 15.5% 31 12.1% 162 15.7%

My school has

clear rules about

what students can

and cannot do

Strongly

disagree

5 1.9% 5 3.3% 10 2.8% 8 3.1% 28 2.7%

Disagree 5 1.9% 12 7.9% 40 11.0% 22 8.6% 79 7.6%

Neutral 34 12.9% 21 13.9% 79 21.8% 42 16.3% 176 17.0%

Agree 114 43.3% 57 37.7% 172 47.4% 142 55.3% 485 46.9%

Strongly

agree

105 39.9% 56 37.1% 62 17.1% 43 16.7% 266 25.7%

My family has

clear rules about

what I can and

cannot do

Strongly

disagree

4 1.5% 6 4.0% 12 3.3% 8 3.1% 30 2.9%

Disagree 19 7.3% 15 10.0% 44 12.1% 49 19.1% 127 12.3%

Neutral 70 26.9% 41 27.3% 90 24.8% 81 31.5% 282 27.4%

Agree 93 35.8% 49 32.7% 151 41.6% 81 31.5% 374 36.3%

Strongly

agree

74 28.5% 39 26.0% 66 18.2% 38 14.8% 217 21.1%

Constructive Use of Time

A third category of Developmental Assets is Constructive Use of Time. Constructive Use of

Time is the extent the student participates in activities that may provide developmental value such as

lessons or extracurricular activities. The underlying premise of this category is that participation in

positive activities will prevent or reduce the likelihood of participating in high-risk activities.

As shown in Table 13, over three-fourths of all the students combined indicated participating in

some sort of sports activity two or more hours per week. Participation in sports, however, was somewhat

different among the grade levels. Of note is the relatively large number of 12th graders (27.7%) who

indicated no participation in sports.

Participation in other activities was less frequent. Less than half indicated any participation in

school clubs or organizations, and only slightly more than half indicated participation in clubs and

activities outside of school. This was generally the case regardless of grade level.

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Table 13. Participation in Activities by Grade Level

Grade in School

6th 8th 10th 12th Total Count Column N

%

Count Column N

%

Count Column N

%

Count Column N

%

Count Column N

%

Playing in

sports/helping

with sports

teams at

school or in

community

0 hours 19 7.3% 24 16.2% 60 16.5% 106 41.2% 209 20.4%

1 hour 22 8.5% 6 4.1% 20 5.5% 13 5.1% 61 5.9%

2 hours 40 15.4% 12 8.1% 29 8.0% 19 7.4% 100 9.7%

3-5 hours 68 26.3% 30 20.3% 69 19.0% 37 14.4% 204 19.9%

6-10 hours 79 30.5% 41 27.7% 76 20.9% 32 12.5% 228 22.2%

11 or more hours 31 12.0% 35 23.6% 109 30.0% 50 19.5% 225 21.9%

In clubs or

organizations

at school

0 hours 151 58.3% 85 57.4% 167 46.1% 115 44.9% 518 50.5%

1 hour 48 18.5% 24 16.2% 87 24.0% 45 17.6% 204 19.9%

2 hours 33 12.7% 14 9.5% 49 13.5% 44 17.2% 140 13.7%

3-5 hours 19 7.3% 14 9.5% 27 7.5% 32 12.5% 92 9.0%

6-10 hours 7 2.7% 8 5.4% 16 4.4% 8 3.1% 39 3.8%

11 or more hours 1 0.4% 3 2.0% 16 4.4% 12 4.7% 32 3.1%

In clubs or

organizations

outside of

school

0 hours 128 50.0% 67 45.3% 154 42.5% 105 41.5% 454 44.6%

1 hour 54 21.1% 23 15.5% 60 16.6% 28 11.1% 165 16.2%

2 hours 41 16.0% 27 18.2% 60 16.6% 45 17.8% 173 17.0%

3-5 hours 20 7.8% 23 15.5% 58 16.0% 42 16.6% 143 14.0%

6-10 hours 5 2.0% 3 2.0% 20 5.5% 21 8.3% 49 4.8%

11 or more hours 8 3.1% 5 3.4% 10 2.8% 12 4.7% 35 3.4%

Additional information was gathered on participation in a athletics or intramural sports (See

Table 14). As the table indicates, at least three-fourths of the students in all four grades indicated

participating in athletics or intramural sports. In addition, most of the participants indicated that it was

“Somewhat worthwhile” or “Very worthwhile.”





6th 76.9% 90 23.1% 27

8th 80.2% 85 19.8% 21

10th 80.7% 292 19.3% 70

12th 74.9% 191 25.1% 64

Total 78.3% 658 21.7% 182




6th 3.4% 3 22.7% 20 73.9% 65

8th 12.0% 11 32.6% 30 55.4% 51

10th 9.5% 28 29.7% 88 60.8% 180

12th 7.3% 14 33.0% 63 59.7% 114

Total 8.4% 56 30.1% 201 61.5% 410

The results for Constructive Use of Time are quite positive. The student respondents indicated

active involvement in a variety of activities in and outside of school.

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Commitment to Learning

A fourth category of Developmental Assets examined through the questionnaire was

Commitment to Learning. This construct encompasses achievement motivation and engagement in

learning-related activities.

The three items related to Commitment to Learning are presented in Table 15. Over 80% of the

students in all four grades indicated either “Strongly disagree” or “Disagree” with the statement, “I don’t

care how well I do in school.” For the statement, “I will do well if I work hard,” over 80% of students in

all four grades indicated “Strongly agree” or “Agree.”

The third item in Table 15, “I usually expect to succeed in things I do,” also was positive,

although somewhat less so than the other two items. In this case, about 60% of the students in the four

grades indicated positive responses. Less than 10% of the students in each grade level indicated

disagreement with the statement. Although the ratings are lower than the other two items, they may

reflect a desirable realistic expectation of success.

Taken together, these items suggest high levels of achievement motivation among the student

respondents. In other words, there is a desire to do well, there is the belief that hard work will lead to

positive results, and there is a realistic expectation of success.

Table 15. Commitment to School and Work Effort

Grade in School


Count Column

N %

Count Column

N %

Count Column

N %

Count Column N

%

Count Column N

%

I don't care

how well I do

in school

Strongly

disagree

192 73.3% 92 61.3% 229 63.1% 147 57.2% 660 64.0%

Disagree 47 17.9% 33 22.0% 95 26.2% 75 29.2% 250 24.2%

Neutral 12 4.6% 18 12.0% 26 7.2% 20 7.8% 76 7.4%

Agree 7 2.7% 4 2.7% 8 2.2% 11 4.3% 30 2.9%

Strongly

agree

4 1.5% 3 2.0% 5 1.4% 4 1.6% 16 1.6%

I will do well

if I work hard

Strongly

disagree

2 0.8% 5 3.4% 4 1.1% 3 1.2% 14 1.4%

Disagree 8 3.3% 4 2.8% 12 3.3% 9 3.5% 33 3.3%

Neutral 17 6.9% 12 8.3% 37 10.2% 18 7.1% 84 8.3%

Agree 66 26.9% 50 34.5% 145 39.9% 90 35.3% 351 34.8%

Strongly

agree

152 62.0% 74 51.0% 165 45.5% 135 52.9% 526 52.2%

I usually

expect to

succeed in

things I do

Strongly

disagree

1 0.4% 4 2.8% 9 2.5% 4 1.6% 18 1.8%

Disagree 20 8.4% 7 4.9% 25 6.9% 19 7.5% 71 7.1%

Neutral 76 32.1% 40 28.2% 97 26.9% 53 20.8% 266 26.7%

Agree 87 36.7% 53 37.3% 153 42.4% 131 51.4% 424 42.6%

Strongly

agree

53 22.4% 38 26.8% 77 21.3% 48 18.8% 216 21.7%

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Two additional items were included on the survey to assess commitment to learning (See Table

16). The two items examine the importance students place on performing well. Over 80% of the students

in all four grades noted it was either “Quite important” or “Extremely important” to get good grades and

to do at least one thing well.

Table 16. Importance of Grades and Activities

Grade in School


Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

How import to get

good grades?

Not important 3 1.4% 6 4.3% 5 1.4% 8 3.1% 22 2.3%

Somewhat

important 7 3.2% 4 2.9% 19 5.3% 15 5.9% 45 4.6%

Not sure 12 5.6% 7 5.0% 14 3.9% 22 8.6% 55 5.7%

Quite important 56 25.9% 56 40.3% 123 34.1% 119 46.7% 354 36.5%

Extremely

important 138 63.9% 66 47.5% 200 55.4% 91 35.7% 495 51.0%

How important to

be good at least

one thing?

Not important 5 2.3% 7 5.0% 6 1.7% 15 5.9% 33 3.4%

Somewhat

important 11 5.1% 7 5.0% 32 8.8% 30 11.8% 80 8.2%

Not sure 35 16.2% 12 8.6% 40 11.0% 43 16.9% 130 13.4%

Quite important 61 28.2% 60 43.2% 131 36.2% 93 36.5% 345 35.5%

Extremely

important 104 48.1% 53 38.1% 153 42.3% 74 29.0% 384 39.5%

Overall, the results on the survey items examining Commitment to Learning were consistently

positive. Student responses suggest that the majority of students are motivated and perceive hard work as

leading to success. They also view success outcomes, including good grades and doing at least one thing

well, as important.

Positive Identity

Positive Identity is the degree to which the student has high self-esteem and a sense of purpose in

life. While a number of the survey items presented under the other Developmental Asset categories may

also apply here, the items discussed in this section relate specifically to emotional well being.

The first item in Table 17, “I feel good about myself,” is a typical measure of self-esteem. About

three-fourths of the students in 6th, 8

th, and 12

th grade indicated they “Agree” or “Strongly agree” with the

statement. Students in 10th grade were slightly less positive, with about 60% noting “Agree” or “Strongly

agree” with the item. Just as importantly, less than 15% of the students in any of the grade levels

indicated “Disagree” or “Strongly disagree” with the statement.

Table 17. Self Esteem and Emotional Wellbeing

Grade in School


Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

I feel good

about myself

Strongly disagree 5 1.9% 5 3.4% 16 4.4% 11 4.3% 37 3.6%

Disagree 9 3.4% 4 2.7% 30 8.3% 15 5.9% 58 5.6%

Neutral 33 12.6% 25 16.8% 92 25.3% 47 18.4% 197 19.1%

Agree 96 36.8% 64 43.0% 168 46.3% 124 48.4% 452 43.9%

Strongly agree 118 45.2% 51 34.2% 57 15.7% 59 23.0% 285 27.7%

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Table 17. Self Esteem and Emotional Wellbeing

Grade in School


Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

I feel sad a

lot of the

time


Disagree 76 29.2% 49 32.9% 122 33.7% 111 43.5% 358 34.9%

Neutral 47 18.1% 35 23.5% 84 23.2% 51 20.0% 217 21.2%

Agree 12 4.6% 9 6.0% 48 13.3% 26 10.2% 95 9.3%

Strongly agree 10 3.8% 7 4.7% 16 4.4% 11 4.3% 44 4.3%

I often feel

lonely


Disagree 66 26.5% 40 27.4% 106 29.3% 93 36.5% 305 30.1%

Neutral 41 16.5% 34 23.3% 81 22.4% 66 25.9% 222 21.9%

Agree 23 9.2% 19 13.0% 76 21.0% 39 15.3% 157 15.5%

Strongly agree 9 3.6% 14 9.6% 31 8.6% 14 5.5% 68 6.7%

I don't have

enough time

to do

everything I

need to do


Disagree 53 21.2% 14 9.6% 36 9.9% 37 14.5% 140 13.8%

Neutral 86 34.4% 32 21.9% 71 19.6% 39 15.3% 228 22.5%

Agree 65 26.0% 51 34.9% 130 35.8% 103 40.4% 349 34.4%

Strongly agree 27 10.8% 37 25.3% 121 33.3% 57 22.4% 242 23.9%

The next two items in Table 17, “I feel sad a lot of the time” and “I often feel lonely,” are items

commonly used to assess the degree to which someone may be experiencing some level of depression. In

these two items, the proportion of students who “Agree” or “Strongly agree” is the group who may have

some risk of emotional difficulty.

The proportion of students who indicated “Agree” or “Strongly agree” with the statement, “I feel

sad a lot of the time,” was quite low for all for grade levels, although it did reach 17.7% for 10th graders.

The proportion of students who noted “Agree” or “Strongly agree” with the statement, “I often feel

lonely,” was somewhat higher and reached 29% for 10th graders.

11

The last item in Table 17, “I don't have enough time to do everything I need to do,” was included

as an indicator of the stress level students may be feeling. As can be seen in the table, the proportion of

students indicating “Agree” or “Strongly agree” with this item jumps from 37% among 6th graders to 60%

or greater among 8th, 10

th, and 12

th graders.

Further statistical analyses indicated a statistically significant correlation (Tau-b = .227, p < .01)

between the item, “I don't have enough time to do everything I need to do” and “My parents put too much

pressure on me to do well.” These two items also correlated with the item, “I feel sad a lot of the time”

(Tau-b = .234 and .156 respectively, p < .01). In other words, for a small segment of students, there is a

relationship between the perception of stress and pressure and the perceived level of sadness.

Two additional questions were asked as indicators of self-esteem, satisfaction with current weight

and the importance of being popular. Table 18 provides the breakdown of the ratings by grade and

gender. The table reveals some important differences both by gender and grade. As can be seen, both

genders have fairly positive views of their weight in 6th and 8

th grades, but there is a decline in the

satisfaction with weight in the 10th and 12

th grades. This is especially true for female students, who have

11

2011 data for New Jersey indicated 26% of adolescents surveyed indicated they felt sad or hopeless almost every

day for 2 or more weeks in a row so that they stopped doing some usual activities during the 12 months before the

survey. By this standard, the proportion are on the low side of what would be expected. Source: National Center

for Chronic Disease Prevention and Health Promotion, Division for Adolescent and School Health.

http://www.cdc.gov/healthyyouth/

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statistically significant lower levels of satisfaction with their weight than male students in both grades

(Chi-square = 60.06 for 10th grade, 34.21 for 12

th grade, p < .01).

Table 18. Level of Satisfaction with Weight

Grade in School


Count

Column

N % Count

Column

N % Count

Column

N % Count

Column

N % Count

Column

N %

Male

I am satisfied

with my current

weight


Disagree 9 7.6% 9 12.5% 23 12.6% 10 9.3% 51 10.6%

Neutral 22 18.5% 14 19.4% 25 13.7% 11 10.2% 72 15.0%

Agree 42 35.3% 19 26.4% 63 34.6% 43 39.8% 167 34.7%

Strongly agree 45 37.8% 25 34.7% 62 34.1% 36 33.3% 168 34.9%

Female

I am satisfied

with my current

weight


Disagree 14 10.7% 20 26.0% 54 30.0% 41 27.9% 129 24.1%

Neutral 24 18.3% 19 24.7% 42 23.3% 24 16.3% 109 20.4%

Agree 33 25.2% 14 18.2% 45 25.0% 42 28.6% 134 25.0%

Strongly agree 56 42.7% 18 23.4% 13 7.2% 16 10.9% 103 19.3%

The results of the ratings of the importance of being popular are presented in Table 19. As

shown, there is no clear pattern to the results. Roughly, a quarter of the students in all four grade levels

indicated popularity was not important. However, nearly an equal proportion indicated popularity was

either “Quite important” or “Extremely important.”

Table 19. Importance of Popularity by Grade Level

Grade in School


Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

How important to

be popular?

Not important 79 36.4% 34 24.5% 93 25.7% 79 31.0% 285 29.3%

Somewhat

important 36 16.6% 27 19.4% 92 25.4% 63 24.7% 218 22.4%

Not sure 57 26.3% 40 28.8% 80 22.1% 64 25.1% 241 24.8%

Quite important 34 15.7% 24 17.3% 85 23.5% 40 15.7% 183 18.8%

Extremely

important 11 5.1% 14 10.1% 12 3.3% 9 3.5% 46 4.7%

In summary, a majority of student respondents suggest a high degree of Positive Identity. Most

of the students reported positive self-esteem, and did not report issues of loneliness or sadness. In

addition, most students did not give much importance to popularity, an indirect indication of self-

confidence. Although the results suggest most students have a high degree of Positive Identity, the results

also reveal a segment of students who are having some emotional difficulties, including dissatisfaction

with weight among female students.

Social Competencies

Social competencies are the skills required to effectively make positive choices, resist negative

influences, and build healthy relationships.

One set of questions was included to examine the extent to which students thought of themselves

as able to think through their actions and resist pressure from other students. The results, in Table 20,

suggest that most students tended to see themselves as having personal limits. Nearly 84% of the 6th

graders responded that taking someone up on a dangerous dare was either “Not at all like me” or “A little

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like me.” This dropped to about 60% for 8th, 9

th, and 10

th graders. Between70% and 80% of students in

all four grades indicated knowing when to say “No” to something wrong or dangerous was either, “Quite

like me” or “Very much like me.”

As the table shows, however, the results on the survey item, “I think through the possible good

and bad choices before decisions were less positive. About 30% of 6th graders, 19% of 8

th graders, 22%

of 10th graders, and 20% of 12

th graders indicated “Not at all like me” or “A little like me” to the item.

This suggest a small, but meaningful, segment of students may not be using problem solving skills

effectively.

Table 20. Indicators of Resistance by Grade Level

Grade in School


Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

I will take

someone up on a

dare even if it's

dangerous or

wrong

Not at all like

me

74 56.9% 53 50.0% 108 29.8% 104 40.8% 339 39.7%

A little like

me

35 26.9% 13 12.3% 112 30.9% 61 23.9% 221 25.9%

Somewhat

like me

16 12.3% 24 22.6% 84 23.2% 53 20.8% 177 20.8%

Quite like me 3 2.3% 12 11.3% 39 10.8% 25 9.8% 79 9.3%

Very much

like me

2 1.5% 4 3.8% 19 5.2% 12 4.7% 37 4.3%

I know how to say

"no" when

someone wants

me to do thing I

know are

wrong/dangerous

Not at all like

me

9 7.2% 11 10.5% 6 1.7% 12 4.7% 38 4.5%

A little like

me

4 3.2% 6 5.7% 25 6.9% 16 6.3% 51 6.0%

Somewhat

like me

10 8.0% 13 12.4% 60 16.6% 22 8.7% 105 12.4%

Quite like me 25 20.0% 28 26.7% 141 39.1% 109 42.9% 303 35.9%

Very much

like me

77 61.6% 47 44.8% 129 35.7% 95 37.4% 348 41.2%

I think through

the possible good

and bad choices

before decisions

Not at all like

me

17 13.4% 5 4.7% 19 5.2% 13 5.1% 54 6.4%

A little like

me

21 16.5% 16 15.1% 59 16.3% 38 14.9% 134 15.8%

Somewhat

like me

33 26.0% 21 19.8% 113 31.2% 67 26.3% 234 27.5%

Quite like me 35 27.6% 34 32.1% 123 34.0% 92 36.1% 284 33.4%

Very much

like me

21 16.5% 30 28.3% 48 13.3% 45 17.6% 144 16.9%

Table 21 presents two additional questions related to students’ resistance to inappropriate

behavior. The first, “I am not interested in anything unless it is exciting,” is one way of examining

students’ interest in thrill seeking. There was quite a bit of variation from grade-to-grade, with about 26%

of 6th graders, 41% of 8

th graders, 34% of 10

th graders, and 28% of 12

th graders indicating “Agree” or

“Strongly agree” for the item. The responses to the item, “I often act without stopping to think,” were

similar, ranging from 25% to 34% of students indicating “Agree” or “Strongly agree.” On the other end

of both scales, less the 10% of the respondents indicated “Strongly disagree” to either item. In short, as

might be expected of a group of young people, a considerable segment acknowledges some likelihood of

acting on impulse.

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Table 21. Impulsivity-Related Items

Grade in School


Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

I am not

interested in

anything

unless it is

exciting


Disagree 81 31.2% 25 16.7% 103 28.5% 79 30.7% 288 28.0%

Neutral 78 30.0% 51 34.0% 126 34.8% 88 34.2% 343 33.3%

Agree 36 13.8% 37 24.7% 85 23.5% 48 18.7% 206 20.0%

Strongly agree 32 12.3% 25 16.7% 39 10.8% 25 9.7% 121 11.8%

I often act

without

stopping to

think


Disagree 59 25.0% 33 23.2% 105 28.9% 74 29.0% 271 27.2%

Neutral 104 44.1% 53 37.3% 130 35.8% 85 33.3% 372 37.3%

Agree 34 14.4% 32 22.5% 87 24.0% 57 22.4% 210 21.1%

Strongly agree 24 10.2% 17 12.0% 27 7.4% 19 7.5% 87 8.7%

A second set of questions focused on students’ perceptions of their relationship to other people

(See Table 22). Between 75% and 80% of the students in the four grade levels noted that the statement,

“I care about other people’s feelings,” was either “Quite like me” or “Very much like me.” In addition,

about 80% of the students in the four grades responded that helping other people was either “Quite

important” or “Extremely important.”

The students’ views towards getting to know people of different races varied quite a bit among

the different grades. Over 60% of the 6th graders responded that it was “Quite important” or “Extremely

important” to get to know people of different ethnic groups. The responses for the other grades were

somewhat lower; 49% for 6th grade, 42% for 10

th, and 50% for 12

th.

Table 22. Relationships to Other People

Grade in School


Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

I care about

other

people's

feelings

Not at all like me 2 1.5% 4 3.7% 6 1.7% 9 3.5% 21 2.5%

A little like me 5 3.8% 1 0.9% 19 5.2% 12 4.7% 37 4.3%

Somewhat like me 13 10.0% 14 13.1% 61 16.9% 30 11.8% 118 13.8%

Quite like me 54 41.5% 43 40.2% 176 48.6% 118 46.3% 391 45.8%

Very much like me 56 43.1% 45 42.1% 100 27.6% 86 33.7% 287 33.6%

How

important to

help other

people?

Not important 4 1.8% 2 1.4% 8 2.2% 9 3.5% 23 2.3%

Somewhat

important

6 2.7% 10 7.2% 36 9.9% 17 6.7% 69 7.0%

Not sure 18 8.0% 10 7.2% 26 7.2% 15 5.9% 69 7.0%

Quite important 121 53.5% 73 52.9% 213 58.8% 134 52.5% 541 55.1%

Extremely

important

77 34.1% 43 31.2% 79 21.8% 80 31.4% 279 28.4%

How

important to

get to know

people of

different

ethnic

groups?

Not important 9 4.1% 9 6.5% 38 10.5% 23 9.0% 79 8.1%

Somewhat

important

17 7.7% 17 12.2% 65 18.0% 39 15.3% 138 14.1%

Not sure 59 26.7% 45 32.4% 108 29.8% 66 25.9% 278 28.5%

Quite important 91 41.2% 38 27.3% 120 33.1% 95 37.3% 344 35.2%

Extremely

important

45 20.4% 30 21.6% 31 8.6% 32 12.5% 138 14.1%

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In summary, like the other Developmental Asset categories, the ratings suggest the majority of

students indicate positive Social Competencies. On balance, about two-thirds of the students provided

responses that suggest some degree of resistance to social pressure. There were, however, about 25% of

the students who might be characterized as impulsive or oriented toward thrill seeking, an attribute that is

associated with risk behavior.

In addition, most students saw themselves as caring about others’ feelings and considered helping

others important. Few of the students responded that getting to know someone of a different ethnicity

was unimportant. There was, however, a sizable group of students who did not give much importance to

getting to know someone of a different ethnicity.

Positive Values

The category of Positive Values encompasses the degree to which the person has principles in

place that affect positive choices. The questions focus on positive motivation, decision making, and

responsibility.

The first item in Table 23 is an assessment of students’ perceptions of their judgment. The results

indicate that slightly more than 25% of the 6th, 8

th, and 10

th graders “Agree” or “Strongly agree” with the

statement, “I do many things I regret afterward.” The proportion drops to 17% for 12th graders. In other

words, the results suggest that the students in 12th grade do not feel regret about past actions to the same

extent as those in the other three grades.

Examination of the item, “I usually try to get by without doing any more work than I have to,”

provides additional insight into the perceptions of the students. There is a decided jump from the

proportion of students in the 6th grade who “Agree” or “Strongly agree” with the statement from about

22% to 42% among the 12th graders.

Table 23. Ratings of Extent of Regret and Work Ethic

Grade in School


Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

I do many things I regret

afterward

Strongly

disagree

26 11.3% 10 7.1% 27 7.5% 36 14.1% 99 10.0%

Disagree 69 30.0% 37 26.2% 120 33.1% 103 40.4% 329 33.3%

Neutral 71 30.9% 54 38.3% 119 32.9% 73 28.6% 317 32.1%

Agree 42 18.3% 30 21.3% 73 20.2% 36 14.1% 181 18.3%

Strongly agree 22 9.6% 10 7.1% 23 6.4% 7 2.7% 62 6.3%

I usually try to get by

without doing any more

work than I have to

Strongly

disagree

52 22.6% 21 14.9% 28 7.7% 18 7.1% 119 12.0%

Disagree 56 24.3% 28 19.9% 81 22.4% 61 23.9% 226 22.9%

Neutral 72 31.3% 38 27.0% 97 26.8% 68 26.7% 275 27.8%

Agree 28 12.2% 31 22.0% 100 27.6% 69 27.1% 228 23.1%

Strongly agree 22 9.6% 23 16.3% 56 15.5% 39 15.3% 140 14.2%

The results of a question examining the students’ perceived importance of accepting

responsibility for their actions are presented in Table 24. Students in 8th grade had the lowest

proportion, 65%, indicating “Quite important” or “Extremely important” on the item, “How important to

accept responsibility for actions?” About three-fourths of students in the remaining three grade levels

indicated “Quite important” or “Extremely important” for the item.

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Table 24. How important to accept responsibility for actions?

Grade in School


Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

How important

to accept

responsibility

for actions?

Not important 3 1.4% 9 6.5% 9 2.5% 5 2.0% 26 2.7%

Somewhat

important 8 3.7% 13 9.4% 31 8.6% 21 8.2% 73 7.5%

Not sure 20 9.2% 27 19.4% 47 13.0% 34 13.3% 128 13.2%

Quite

important 93 42.7% 49 35.3% 175 48.5% 114 44.7% 431 44.3%

Extremely

important 94 43.1% 41 29.5% 99 27.4% 81 31.8% 315 32.4%

The results in this section suggest that the majority of students have Positive Values. There

appears to be a slight shift from 6th grade to the higher grades, in which some students are more inclined

to try to get by without doing more work than they have to. Even with the shift, however, most students

have a positive perspective. The proportion of all students who considers it important to take

responsibility for their actions also is high.

Empowerment

Empowerment is the sense among students that they are valued by their community and feel safe.

Three questions in the survey examined aspects of empowerment (See Table 25). The first, “Adults in

my town/city make me feel useful,” was an assessment of the perceptions of students regarding how

valued they are in their community. About 35% of the students indicated “Agree” or “Strongly agree” on

this item. While positive, the results also indicated 21% of all students noted either “Disagree” or

“Strongly disagree” with the item.

The results for the second item “Students help decide what goes on the school,” are somewhat

mixed as well. On the one hand, over 30% of 6th, 10

th, and 12

th graders indicated “Agree” or “Strongly

agree,” with the statement, although only 24% of 8th graders did. On the other hand, considerable

numbers of students; 30% 6th graders, 51% 8

th graders, 37% 10

th graders, and 37% 12

th graders, indicated

either “Disagree” or “Strongly disagree” with the statement.

The final item, “I feel safe in my school,” had positive results, with about 77% of 6th graders,

65% of 8th graders, 81% of 10

th graders, and 86% of 12

th graders indicating “Agree” or “Strongly agree,”

with the statement.

Table 25. Empowerment and Safety by Grade Level

Grade in School


Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Adults in my

town/city make

me feel useful

Strongly

disagree

21 8.1% 14 9.5% 26 7.2% 20 7.8% 81 7.9%

Disagree 22 8.5% 23 15.5% 63 17.4% 41 16.1% 149 14.5%

Neutral 117 45.2% 57 38.5% 164 45.2% 110 43.1% 448 43.7%

Agree 66 25.5% 46 31.1% 93 25.6% 74 29.0% 279 27.2%

Strongly

agree

33 12.7% 8 5.4% 17 4.7% 10 3.9% 68 6.6%

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Table 25. Empowerment and Safety by Grade Level

Grade in School


Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Students help

decide what goes

on in the school

Strongly

disagree

24 9.3% 40 26.8% 45 12.5% 26 10.1% 135 13.2%

Disagree 52 20.2% 37 24.8% 87 24.1% 68 26.5% 244 23.8%

Neutral 87 33.7% 37 24.8% 99 27.4% 77 30.0% 300 29.3%

Agree 79 30.6% 24 16.1% 111 30.7% 78 30.4% 292 28.5%

Strongly

agree

16 6.2% 11 7.4% 19 5.3% 8 3.1% 54 5.3%

I feel safe in my

school

Strongly

disagree

8 3.1% 8 5.4% 5 1.4% 6 2.3% 27 2.6%

Disagree 10 3.8% 5 3.4% 11 3.0% 6 2.3% 32 3.1%

Neutral 43 16.4% 39 26.4% 52 14.4% 25 9.8% 159 15.5%

Agree 101 38.5% 63 42.6% 173 47.8% 100 39.1% 437 42.5%

Strongly

agree

100 38.2% 33 22.3% 121 33.4% 119 46.5% 373 36.3%

The data on Empowerment suggest that students feel a high degree of safety in their school. The

results more specific to empowerment in both the community and schools, however, are more mixed.

Roughly a third of the students perceived their empowerment levels positively, with the remainder

indicating either neutral or negative perceptions.

Risk and Behavioral Problems

One important focus of the survey was to assess different risk and problem behaviors in which

students may be engaging. The results of those questions are presented in this section. The results

presented are limited to tabulations of the questions. Further examination of the associations between the

Developmental Assets and risk/problem behaviors is presented in the Relationships section.

Behavioral problems

The results of a series of questions on Risk/Problem behavior in the past year are presented in

Table 26. Nearly all students who responded indicated no involvement in Physical Fighting in the past

year. Several other areas had a small number of students indicating involvement in the past year,

including, “Taking something in excess of $10.00 in value,” “Having been to the principal’s office,” and

“Vandalizing property.” There was a noteworthy increase in “Skipping class” for 12th grade students.

About 48% indicated skipping school one or more times in the past year compared to about 23% of 10th

graders.

Table 26. Risk Behavior Frequency in Past Year by Grade Level

Grade in School


Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

How often

gotten into a

physical fight at

school?

Never 106 90.6% 92 88.5% 346 95.8% 243 94.9% 787 93.9%

1 or 2 times 8 6.8% 7 6.7% 12 3.3% 10 3.9% 37 4.4%

3 or 4 times 2 1.7% 0 0.0% 1 0.3% 2 0.8% 5 0.6%

5 or 6 times 1 0.9% 0 0.0% 0 0.0% 0 0.0% 1 0.1%

More than 6

times

0 0.0% 5 4.8% 2 0.6% 1 0.4% 8 1.0%

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Table 26. Risk Behavior Frequency in Past Year by Grade Level

Grade in School


Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

How often take

something

worth more

than $10.00 that

did not belong

to you?

Never 101 87.1% 89 84.8% 284 78.9% 201 78.5% 675 80.6%

1 or 2 times 11 9.5% 9 8.6% 56 15.6% 37 14.5% 113 13.5%

3 or 4 times 1 0.9% 4 3.8% 16 4.4% 11 4.3% 32 3.8%

5 or 6 times 0 0.0% 0 0.0% 0 0.0% 5 2.0% 5 0.6%

More than 6

times

3 2.6% 3 2.9% 4 1.1% 2 0.8% 12 1.4%

How often

vandalized

property?

Never 100 85.5% 85 81.0% 288 79.8% 195 76.2% 668 79.6%

1 or 2 times 14 12.0% 11 10.5% 54 15.0% 46 18.0% 125 14.9%

3 or 4 times 2 1.7% 3 2.9% 11 3.0% 11 4.3% 27 3.2%

5 or 6 times 1 0.9% 2 1.9% 2 0.6% 1 0.4% 6 0.7%

More than 6

times

0 0.0% 4 3.8% 6 1.7% 3 1.2% 13 1.5%

How often been

sent to the

"office" or

"principal"?

Never 83 70.9% 75 71.4% 270 74.8% 190 74.5% 618 73.7%

1 or 2 times 25 21.4% 19 18.1% 66 18.3% 50 19.6% 160 19.1%

3 or 4 times 3 2.6% 4 3.8% 13 3.6% 6 2.4% 26 3.1%

5 or 6 times 3 2.6% 2 1.9% 6 1.7% 4 1.6% 15 1.8%

More than 6

times

3 2.6% 5 4.8% 6 1.7% 5 2.0% 19 2.3%

How often

skipped school

or cut classes?

Never 108 93.9% 88 85.4% 279 77.3% 134 52.5% 609 73.0%

1 or 2 times 3 2.6% 9 8.7% 54 15.0% 72 28.2% 138 16.5%

3 or 4 times 2 1.7% 1 1.0% 11 3.0% 26 10.2% 40 4.8%

5 or 6 times 1 0.9% 1 1.0% 4 1.1% 17 6.7% 23 2.8%

More than 6

times

1 0.9% 4 3.9% 13 3.6% 6 2.4% 24 2.9%

Alcohol and Drugs

In addition to questions on behavior, a number of questions were asked about alcohol and drug

use. The majority of questions focused on alcohol-related behaviors. The results for one question on

drug use are presented at the end of this section.

The results of student responses to the question, “Is it OK with your parents to drink wine or beer

once in a while, not counting religious occasions?” are presented in Table 27. As might be expected, the

proportion of students indicating, “Mostly true,” increased substantially with the increase in grade level.

It is noteworthy that 13% of 6th graders and 22% of 8

th graders indicated “Mostly true” to the question. It

should be added, however, that the quantity and frequency of consumption is not assessed, so it is

possible that these numbers are nothing more than the occasional sip. More detail on quantity and

frequency is presented later in the section.

Table 27. Student Perceptions of Parents’ Attitude Toward Drinking

OK with parents to drink wine or beer once in a while

Mostly True Mostly False

Count Row N % Count Row N %

Grade in

School

6th 27 13.2% 177 86.8%

8th 30 21.7% 108 78.3%

10th 197 54.4% 165 45.6%

12th 186 73.5% 67 26.5%

Total 440 46.0% 517 54.0%

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Several questions looking at student experiences with alcohol and riding in a vehicle are

examined in Table 28. Few students in 6th, 8

th, and 10

th grades indicated riding in a vehicle with someone

their one age who had consumed alcohol. Given that most students in those grades do not have drivers

licenses, the low frequencies are to be expected. The proportion of 12th graders that have ridden with

someone who has drunk alcohol, 38.5%, is high enough to merit concern. In addition, 35.6% of those

students who rode with someone who had drunk alcohol indicated they believed the person was drunk.

The proportion of all students who rode with someone that was drunk was about 5%.

A similar question was asked about students’ experiences riding in a vehicle with someone that

was not their own age. In this case, the proportion rose in each grade level from 26% for 6th graders to

62% for 12th graders. Although markedly more students rode with someone who had consumed alcohol,

the proportion of drivers who were perceived as drunk, 24%, was less than the same proportion for those

with students’ their own age who had been drinking. The proportion of all students who have ridden

with someone not their own age who was drunk was 11.5%.

Table 28..Riding in a Vehicle with Someone Who Drank or Was Drunk

Have you ever ridden in a vehicle with someone your own age who had drunk

alcohol?

Yes No


Grade in

School

6th 2 1.0% 199 99.0%

8th 5 3.7% 131 96.3%

10th 30 8.3% 332 91.7%

12th 97 38.5% 155 61.5%

If you rode with someone your own

age who had drunk alcohol: Count

Column

N %

Did you think the

driver was drunk?

Yes 47 35.6%

No 85 64.4%

Have you ever ridden in a motor vehicle driven by anyone, other than someone

your own age, that drank alcohol before driving?

Yes No


Grade in

School

6th 49 26.1% 139 73.9%

8th 53 39.3% 82 60.7%

10th 200 55.4% 161 44.6%

12th 155 62.0% 95 38.0%

If you rode with anyone, other than

someone your own age who had

drunk alcohol: Count

Column

N %

Did you think the driver

was drunk?

Yes 108 23.7%

No 347 76.3%

Several questions exploring student perceptions of drinking are presented in Tables 29 and 30.

The results presented represent the amount of alcohol use perceived by students. As shown in Table 29,

over 80% of 10th and 12

th graders believe half or more of the students their age get drunk at least once a

month. Similar results showing a perception that significant proportions of students are drinking and

getting drunk are shown in Table 30. Although these are not actual measures of frequency of alcohol

consumption, the perceptions are indicative of the students’ beliefs that suggest a culture in which there is

substantial under-age drinking.

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Table 29. How Many People Your Age Do You Think Get Drunk at Least Once a Month?

None Some Half Most All

Count Row N % Count Row N % Count Row N % Count Row N % Count Row N %

Grade in School 6th 134 72.8% 45 24.5% 2 1.1% 1 0.5% 2 1.1%

8th 48 35.6% 70 51.9% 8 5.9% 6 4.4% 3 2.2%

10th 5 1.4% 72 19.8% 127 35.0% 139 38.3% 20 5.5%

12th 5 2.0% 19 7.5% 59 23.2% 152 59.8% 19 7.5%

Table 30. Perceived Frequency of Drinking and Getting Drunk among Students

Grade in School


Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

In the past 3 months, how many kids your age would you

say have drunk beer, wine, or “hard” liquor, not

counting religious occasions?

None 127 72.2% 51 38.3% 5 1.4% 5 2.0% 188 20.3%

Some 47 26.7% 71 53.4% 116 32.0% 25 9.8% 259 28.0%

Most 2 1.1% 11 8.3% 241 66.6% 224 88.2% 478 51.7%

In the past 3 months, how many kids your age would you

say have gotten drunk once in a while.

None 148 84.6% 60 45.5% 9 2.5% 7 2.7% 224 24.2%

Some 24 13.7% 64 48.5% 174 48.1% 65 25.5% 327 35.4%

Most 3 1.7% 8 6.1% 179 49.4% 183 71.8% 373 40.4%

The results presented in Table 31 are student responses about actual frequency of drinking and

getting drunk. As shown, the proportions of those reporting drinking alcohol in the past three months are

quite high. Forty-one percent of the 12th graders indicated drinking alcohol five or more times. Similarly,

the proportion of students indicating getting drunk is quite high, with 24% of 12th graders indicating

getting drunk “5 or more times.”

Table 31. Frequency of Drinking and Getting Drunk

Grade in School


Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

In the past 3 months, have you drunk beer, wine, or

“hard” liquor, not counting religious occasions?

Never 160 93.6% 105 82.0% 143 39.5% 50 19.8% 458 50.1%

1 or 2 times 9 5.3% 15 11.7% 101 27.9% 52 20.6% 177 19.4%

3 or 4 times 1 0.6% 4 3.1% 52 14.4% 47 18.6% 104 11.4%

5 or more times 1 0.6% 4 3.1% 66 18.2% 104 41.1% 175 19.1%

In the past 3 months, how many times have you gotten

drunk?

Never 165 98.8% 116 92.1% 224 62.2% 102 40.0% 607 66.9%

1 or 2 times 0 0.0% 5 4.0% 68 18.9% 52 20.4% 125 13.8%

3 or 4 times 0 0.0% 2 1.6% 38 10.6% 40 15.7% 80 8.8%

5 or more times 2 1.2% 3 2.4% 30 8.3% 61 23.9% 96 10.6%

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One factor considered important in the use of alcohol among youth is the attitude of peers. The

results in Table 32 suggest that the student drinking in 10th and 12

th grade is accepted by most of the

students’ friends. In other words, drinking among 10th

and 12th graders appears to be a norm among the

students who responded.

Table 32. Attitudes of Peers about Drinking

Grade in School


Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

If your friends found out that you drank alcohol

sometimes, how do you think they would feel?

They would approve 6 3.8% 13 10.7% 218 60.6% 214 84.6% 451 50.6%

The would disapprove

but still be my friends

71 45.2% 68 55.7% 132 36.7% 39 15.4% 310 34.8%

The would disapprove

and stop being my

friends

80 51.0% 41 33.6% 10 2.8% 0 0.0% 131 14.7%

Student responses on the use of drugs in the past year are presented in Table 33. Less than 2% of

6th graders indicated any drug use, but the proportions increase with each subsequent grade level. By 12

th

grade, 46% of the students indicated some drug use in the past year. In addition, 12% of 10th graders and

23% of 12th graders indicated using drugs more than six times in the past year.

Table 33. Use of Drugs Other Than Alcohol

Grade in School


Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

Count Column

N %

In the past year,

how often used a

drug other than

alcohol to get

high?

Never 113 98.3% 96 91.4% 267 74.2% 138 53.9% 614 73.4%

1 or 2 times 2 1.7% 4 3.8% 29 8.1% 36 14.1% 71 8.5%

3 or 4 times 0 0.0% 1 1.0% 15 4.2% 15 5.9% 31 3.7%

5 or 6 times 0 0.0% 1 1.0% 6 1.7% 8 3.1% 15 1.8%

More than 6

times

0 0.0% 3 2.9% 43 11.9% 59 23.0% 105 12.6%

The results in this section suggest that the majority of student respondents are not engaging in

behaviors related to drugs and alcohol. That said, there are areas of concern. The use of alcohol increases

markedly by the time students are in the 12th grade. This also is the case for drugs other than alcohol.

Also, there are small, but noteworthy proportions of students who ride in cars in which the driver is

perceived to be drunk.

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Student Cheating and Bullying

Two additional areas, student cheating and bullying, were examined through the survey. These

two are discussed in this section.

Cheating

The results for three questions specific to cheating are reported in Table 34. An examination of

the result reveals several patterns. First, the proportion of students who indicated some cheating on all

three questions increases with grade in school. Second, regardless of grade, “Copied another’s

homework,” is the most frequent form of cheating. Finally, by 12th grade, the levels of self-reported

cheating are quite high, with 65% indicating they “Copied another’s homework” two or more times in the

past year.12

Table 34. Cheating Behavior among Students

Grade in School

6th 8th 10th 12th

Count Column N

%

Count Column N

%

Count Column N

%

Count Column N

%

Copied an Internet document

for a classroom assignment Never 218 86.5% 124 84.4% 275 75.8% 164 63.8%

Only Once 19 7.5% 16 10.9% 41 11.3% 40 15.6%

Two or more times 15 6.0% 7 4.8% 47 12.9% 53 20.6%

Cheated during a test at

school Never 216 86.1% 106 72.1% 195 53.7% 122 47.5%

Only Once 32 12.7% 25 17.0% 74 20.4% 48 18.7%

Two or more times 3 1.2% 16 10.9% 94 25.9% 87 33.9%

Copied another's homework Never 161 64.4% 65 44.2% 62 17.1% 52 20.2%

Only Once 74 29.6% 36 24.5% 56 15.4% 37 14.4%

Two or more times 15 6.0% 46 31.3% 245 67.5% 168 65.4%

In addition, to the three questions on cheating, a fourth question on perceptions that may affect

the willingness to cheat was asked. As shown in Table 35, the proportion of students who indicated

“Agree” or “Strongly agree” with the statement, “People who lie or break rules are more likely to

succeed,” increases with grade level. By the 12th grade, 26% of the students indicated agreement with the

statement.

Table 35. People Who Lie or Break Rules Are More Likely to Succeed

Grade in School

6th 8th 10th 12th

Count Column N % Count Column N % Count Column N % Count Column N %

Strongly disagree 160 60.8% 54 36.0% 59 16.3% 40 15.6%

Disagree 56 21.3% 43 28.7% 124 34.2% 83 32.3%

Neutral 31 11.8% 32 21.3% 118 32.5% 68 26.5%

Agree 9 3.4% 9 6.0% 45 12.4% 52 20.2%

Strongly agree 7 2.7% 12 8.0% 17 4.7% 14 5.4%

12

.According to the Josephson Institute’s 2010 results of a national survey, 62% of 12th grade students copied homework two or

more times in the past year. See: charactercounts.org/pdf/reportcard/2010/ReportCard2010_data-tables.pdf. For additional

information see: http://josephsoninstitute.org/index.html

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The results of a correlation analysis for all four items are presented in Table 36. The results

indicate statistically significant correlations among all items. The results suggest, first, that students who

cheat in one way are more likely to cheat in other ways. In addition, they suggest that a willingness to

cheat is associated with the perception that “People who lie or break rules are more likely to succeed.”

Table 36. Correlations of Cheating-Related Survey Items

Copied an Internet

document for a classroom

assignment

Cheated during a

test at school

Copied another's

homework

People who lie or

break rules are more

likely to succeed

Correlation

Coefficient .173** .264** .286**

N 1019 1018 1017

Copied an Internet

document for a

classroom assignment

Correlation

Coefficient .350** .296**

N 1020 1019

Cheated during a test

at school

Correlation

Coefficient .534**

N 1019 ** p ≤ .05

Bullying

The results for the questions on bullying are presented in Table 37. As noted above, problems

with the administration of the survey in the 6th and 8

th grades resulted in some students leaving a number

of questions blank, as well as somewhat lower response rates among 8th grade students. The questions on

bullying were among those affected. To address the low number of responses for the 6th and 8

th grades,

the two grade levels were combined. In addition, the 10th and 12

th grades also were combined.

The results presented in Table 37 indicate as many as 10% of 6th and 8

th graders indicated they

were victims of bullying once a week or more. The table also reveals a decline in the proportion of

students who indicated experiencing bullying from the 6th/8

th grades to the 10

th/12

th grades on the first

three survey items in the table. The exception is on the question, “How often hit, pushed or kicked?” in

which the difference between the two grade groups was not statistically different for the item, “Less than

once a week.”

Table 37. Experience with Bullying

Grade group

8th and 10th graders 10th and 12th graders

Count Column N % Count Column N %

How often forced to give other

student something that belonged

to you?

Never 186 72.1% 534 86.3%*

Less than once a week 50 19.4% 62 10.0%*

Once a week or more 22 8.5% 23 3.7%*

How often threatened or hurt? Never 201 78.5% 546 88.2%*



How often hit, pushed, or kicked? Never 206 80.8% 534 86.3%*

Less than once a week 23 9.0% 58 9.4%


How often student(s) used an

electronic method to threaten,

embarrass, or reveal hurt secrets

to hurt you in some way?

Never 211 83.7% 499 80.6%


Once a week or more 21 8.3% 33 5.3%

* Indicates a statistically significant difference between the two grade groups, p ≤ .05

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The fourth survey item in Table 37 is an examination of bullying that involves some form of

electronic media. The results indicate a similar number of students in both groups experiencing this form

of bullying. There was, however, a statistically significant higher proportion of 10th/12

th graders than

6th/8

th graders who indicated “Less than once a week,” suggesting older students have more experience

with electronic bullying than younger students.

Relationships

The results of the different survey items have been presented in the report thus far. Some of the

relationships between selected survey items representing the different Developmental Assets and two of

the risk factors, use of alcohol and use of other drugs, are considered in this section of the report.

A detailed, in-depth analysis of the many possible relationships is beyond the scope of this report.

The results of an analysis of the relationship of use of alcohol and drugs to survey items within the eight

categories of Developmental Assets are presented in Table 38. The results presented are for 10th and 12

th

graders only, since the number of 6th and 8

th graders who used alcohol and drugs was too low to analyze

meaningfully. The results presented are a type of correlation coefficient, Spearman’s Rho.

The results in Table 38 suggest that support from parents and teachers is inversely associated with

the use of alcohol and drugs, and that the association is statistically significant for drug use. In other

words, the results suggest that support contributes to reducing the frequency of drug and alcohol use

among 10th and 12

th graders, although the effects on alcohol use are weak.

With respect to the items in “Boundaries and expectation,” clear family rules and consequences

for breaking those rules are inversely associated with use of alcohol and drugs. The results are

statistically significant for both drug and alcohol use, and suggest these are important factors in reducing

the risk of use.

The results for the Development Asset category, “Constructive use of time,” are somewhat

contrary to what would be expected. Participation in clubs at school is inversely associated with use of

alcohol and drugs at a statistically significant level, suggesting the frequency of participation may reduce

the frequency of alcohol and drug use. Participation in sports, however, has a statistically significant

positive relationship to the frequency of getting drunk in the past three months. This suggests that those

participating in athletics are more likely to have gotten drunk in the past three months than those not

participating. These results are similar to results from the survey conducted in 2005.13

One item in the asset category, “Commitment to learning,” had a statistically significant

association with frequency of alcohol and drug use, “I don’t care how well I do in school.” In this case,

because the item was framed in a negative way, the association was positive. The results suggest that

students who do not care about school may use drugs and alcohol more frequently than other students.

13

For results from the 2005 survey, please refer to the report: Harlow, Kirk C. (2005). The Student Stressors and

Assets Survey: An Assessment of the Developmental AssetsTM

of Students in the Bernards Township School District.

Bernards Township Board of Health. Also, some recent research has suggested that White teens who participate in

athletics are at greater risk for use of alcohol. Eitle, D., Turner, R.J., and Eitle, T.M. (2003). The deterrence

hypothesis reexamined: Sports participation and substance use among young adults. Journal of Drug Issues, 33 (1),

pp. 193-222.

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Table 38. Relationships of Development Assets to Use of Alcohol and Drugs

In the past 3 months, have

you drunk beer, wine, or

“hard” liquor, not counting

religious occasions?

In the past 3 months,

how many times have

you gotten drunk?

How often used a drug

other than alcohol to get

high?

Support

My parents give me help and support

when I need it -.066 -.026 -.122

**

There is always someone I can turn to

if I need help .004 .040 -.081

*

My teachers really care about me -.034 -.042 -.122**

Get a lot of encouragement in school

-.043 -.036 -.109**

Boundaries and expectations If I break one of my family rules, I

usually get punished -.152

** -.086

* -.124

**

My school has clear rules about what

students can and cannot do .022 .011 -.012

My family has clear rules about what

I can and cannot do -.141

** -.105

** -.189

**

Constructive use of time Playing in sports/helping with sports

teams at school or in community .086

* .102

* -.084

*

In clubs or organizations at school -.207

** -.197

** -.157

**

In clubs or organizations outside of

school -.018 -.043 -.058

Commitment to learning I don't care how well I do in school .126

** .127

** .245

**

I will do well if I work hard .014 .023 -.026

Positive Identity I feel good about myself .052 .053 -.037 I feel sad a lot of the time -.005 -.028 .082

*

I often feel lonely -.099* -.086

* .043

Social competence I think through the possible good and

bad choices before decisions -.115

** -.132

** -.140

**

I know how to say "no" when

someone wants me to do thing I know

are wrong/dangerous

-.180**

-.155**

-.113**

I will take someone up on a dare even

if it's dangerous or wrong .289

** .268

** .327

**

I am not interested in anything unless

it is exciting .134

** .118

** .109

**

I often act without stopping to think .155**

.139**

.173**

Positive values I do many things I regret afterward .098

* .123

** .166

**

How important to accept

responsibility for actions? -.091

* -.093

* -.083

*

Empowerment Adults in my town/city make me feel

useful -.081

* -.081

* -.185

**

Students help decide what goes on in

the school -.022 -.031 -.101

*

*p

≤ .05 ,

**p ≤ .01

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The items for “Positive identity” had weak relationships to use of alcohol and drugs. The item, “I

often feel lonely,” had statistically significant association with alcohol use, but the magnitude of the

association was low. This suggests someone who feels lonely may use alcohol either to feel part of a

group or to ease social anxiety, although the relationship is statistically weak and may be affected by

other factors.

Both survey items within the category of “Social Competence” had statistically significant and

quite strong associations with the use of alcohol and drugs. Common sense suggests that students who

think through actions and know when to say “no” would participate in alcohol and drug use less. As

noted above, about 20% of 10th and 12

th graders indicated that thinking through good and bad choices was

a “Little like me” or “Not at all like me.” This suggests that efforts focusing on developing students’

reasoning and resistance skills may be beneficial.

Both survey items that made up the “Positive Values” asset category had statistically significant

associations, albeit weak, with use of alcohol and drugs. Like the items within “Social competence,”

these results suggest that strengthening resistance to impulsive behavior may reduce risk.

The items within the “Empowerment” category had mixed results for alcohol use, and the

associations were quite weak. For drug use, however, the associations were stronger and statistically

significant. The results suggest that students who use drugs more frequently perceive themselves as less

empowered than other students. It is not possible from these results to determine if a lower sense of

empowerment is affected by drug use, or whether drug use is affected by a lower sense of empowerment.

As noted at the onset of this section, a complete discussion of the many complex relationships

within the survey results is beyond the scope of this report. The relationships reported in this section

suggest that the Developmental Assets are associated with the frequency of alcohol and drug use: in

particular, a perception that the family has rules and that there are consequences for not following them,

participation in school clubs, a sense of personal responsibility, and good judgment are associated with

less frequent use of alcohol and drugs. Contrary to expectation, participation in school athletics had a

positive association with frequency of alcohol use.

Differences between the 2005 and 2012 Surveys

The purpose of this section of the report is to provide a discussion of what differences there were

between the results from the 2005 survey and the 2012 survey. It is important to note that any differences

discussed do not reflect a change in one group over time, but differences between two different student

groups. In addition, the differences that are discussed are based on evidence of changes among multiple

survey items within an asset category, and consistency in changes across the grades in school.14

Finally,

in some instances, evidence of no difference is important. If an asset category was weak in 2005 and

there was no change in 2012, then that suggests that further effort is needed to address the issue.

Support

Three areas of support were part of the Support asset category, parental, teacher, and community.

The results of the comparison of parental support indicated no change from 2005 to 2012. Given the high

ratings within this area, this is a positive result.

The results for support from teachers were less clear. There was a statistically significant decline

in the ratings on the items, “I get a lot of support from my teachers” and “My teachers really care about

me,” for 6th and 10

th graders, but no change for 8

th and 12

th graders. As noted above, the results suggest

14

There are statistical probabilities that differences will be found that are not valid if enough tests are run. Looking

at the results within the asset categories reduces the potential for this issue.

of 45

that teacher support may contribute to preventing use of drugs other than alcohol, so strengthening this

area may have positive benefits.

For other support, there was a statistically significant decline from 2005 to 2012 for 10th and 12

th

graders on the item, “There is always someone I can turn to.” There was, however, no change for the 6th

and 10th graders. There was no change for any of the grade levels on the other support survey item, “I

make friends easily.”

Overall, the strength of parental support in the two survey years is a very positive result. The

results do suggest; however, that further examination of the level of teacher support may be merited, since

it also plays a part in reducing risk behavior.

Boundaries and expectations

An examination of the results for Boundaries and Expectations comparing 2005 with 2012

indicated no material change between the two survey periods. This is a positive result, since the results

indicated that most students perceived expectations from parents and the school concerning appropriate

behavior. As noted in the section, Relationships, boundaries and expectations are inversely related to use

of alcohol and drugs, so continued encouragement of parents to establish clear limits and consequences

appears advisable.

Constructive use of time

The items related to Constructive Use of Time ask students to estimate the number of hours in a

week they participate in school athletics, school clubs and organizations, and outside clubs and

organizations. A comparison of the results from 2005 to those from 2012 is provided in Table 39. As can

be seen, there are only a few areas in which there are differences between the two years. First, the

proportion of 8th grade respondents who did not play in sports increased from 9.9% to 16.2%. The most

striking change was among 12th graders. The proportion who did not participate in sports increased from

27.7% to 41.2%, and the proportion who did not participate in outside clubs or organizations increased

from 32.4% to 41.5%. There was little change in the proportions of students participating in school clubs

and organizations.

Table 39. Comparison of Participation in Activities, 2005 and 2012

Grade

6th 8th 10th 12th

Survey Year Survey Year Survey Year Survey Year

2005 2012 2005 2012 2005 2012 2005 2012

Column N

%

Column N

%

Column N

%

Column N

%

Column N

%

Column N

%

Column N

%

Column N

%

53. Playing in

sports/helping with

sports teams at

school or in

community

0 hours 7.8% 7.3% 9.9% 16.2% 17.5% 16.5% 27.7% 41.2%

1 to 2 hours 23.6% 23.9% 20.4% 12.2% 12.0% 13.5% 13.9% 12.5%

More than 2

hours

68.6% 68.7% 69.7% 71.6% 70.5% 70.0% 58.4% 46.3%

54. In clubs or

organizations at

school

0 hours 55.8% 58.3% 54.9% 57.4% 51.8% 46.1% 48.0% 44.9%

1 to 2 hours 35.3% 31.3% 31.9% 25.7% 34.3% 37.6% 20.8% 34.8%

More than 2

hours

9.0% 10.4% 13.2% 16.9% 13.9% 16.3% 31.2% 20.3%

55. In clubs or

organizations

outside of school

0 hours 44.7% 50.0% 49.8% 45.3% 44.2% 42.5% 32.4% 41.5%

1 to 2 hours 38.6% 37.1% 35.6% 33.8% 30.3% 33.1% 27.7% 28.9%

More than 2

hours

16.7% 12.9% 14.5% 20.9% 25.5% 24.3% 39.9% 29.6%

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Since the respondent groups for both surveys were a nonrandom sample, these differences may be

a result of differences in the respondent groups. Even with the differences noted, the results in 2012 are

positive. That does not mean that efforts to engage more students in school activities are not needed,

since about half of the students in both survey years did not indicate involvement in school clubs or

organizations.

Commitment to learning

The differences in results between 2005 and 2012 for Commitment to Learning are mixed. No

differences were found for any of the four grades for the item, “I don’t care how well I do in school.” For

the two items, “I will do well if I work hard” and “I usually expect to succeed in things I do,” no

difference was found for 6th and 8

th graders, but there was a statistically significant decline from 2005 to

2012 on the second item for 10th and 12

th graders.

Like the other asset categories, the ratings of the survey items were high for both 2005 and 2012.

The decline that occurred in the item, “I usually expect to succeed in things I do,” was a shift in

proportions from “Strongly agree” to “Agree.” This could be nothing more than a difference in the way

the students in the two surveyed groups scored, and not reflect meaningful change. Given the results on

the other survey items, a prudent conclusion is that there was little difference in the “Commitment to

learning” between students in 2005 and those in 2012. Again, the result of no difference is positive in

light of the high ratings in both years.

Positive Identity

The results for Positive Identity also are mixed. Like the results for “Commitment to Learning,”

the results for “Positive Identity” do not indicate meaningful differences between the students in the two

years. Although there are several items that have statistically significant differences, these differences are

primarily a result of changes within the two most positive rating categories.

For example, the results for 6th graders on the items, “I feel good about myself” and “I feel sad a

lot of the time,” show statistically significant shifts. As Table 40 illustrates; however, when the two

positive rating categories are combined, there is very little difference between the two survey periods.

Thus, like the other asset categories, the results for the two periods are essentially similar and positive.

Table 40. Frequencies of Agreement for Students in 6th

Grade

Survey Year

2005 2012

Column N % Column N %

19. I feel good about myself

Strongly disagree 1.1% 1.9%

Disagree 4.3% 3.4%

Neutral 16.0% 12.6%

Agree 43.0% 36.8%

Strongly agree 35.5% 45.2%

Total 78.5% 82.0%

26. I feel sad a lot of the time

Strongly disagree 27.8% 44.2%

Disagree 42.7% 29.2%

Neutral 18.9% 18.1%

Agree 8.0% 4.6%

Strongly agree 2.6% 3.8%

Total 70.5% 73.4%

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Social competence

Like the other asset categories, several items within the “Social Competence” categories had

statistically significant differences between the 2005 and 2012 surveys. Similarly, the results did not

reveal a consistent pattern of change within grade level or across specific items. There was some

indication that the 6th grade respondents in 2012 were slightly more inclined toward risk behaviors than

those in 2005. The results on three items, “I will take someone up on a dare even if it’s dangerous or

wrong,” “I think through the possible good and bad choices before decisions,” and “I often act without

thinking,” were all in a direction suggesting a greater tendency toward impulsive behavior.

As indicated in the section, Relationships, the items in the “Social Competence” asset categories

have relationships with alcohol and drug use. The more inclined toward impulsivity the respondents, the

more frequency of use of alcohol and drugs. The results presented here reinforce the need to undertake

activities that increase students’ resistance to impulsive decisions.

Positive values

As noted in the section on this asset category, Positive Values, the majority of students provided

responses consistent with Positive Values. The comparison of the 2012 results with those from 2005 did

not reveal any notable differences. Thus, for this asset category, like most of the others, the results

indicate no change.

Empowerment

The results comparing 2005 to 2012 are similar in variation to those discussed in the other asset

categories. There is an indication that the 6th grade respondents in 2012 felt slightly less involved in

school decisions and less safe in the school setting than respondents in 2005. There is, however, an

indication that student respondents from 2012 in the 10th and 12

th grades felt safer in the school setting

than the respondents in 2005.

Interpretation of these results must be done with caution. A decline in perceived safety from

2005 to 2012 among 6th grade students does not mean the school is objectively less safe. It does indicate;

however, that the issue of school safety may need additional examination to determine if there are

concrete reasons for the perception, or if there are factors that may be affecting the perception that are not

specific to actual school safety. For example, the recent rash of school shootings may have heightened

concern among students about safety in their own school.

Summary of Comparisons

The comparison of the results between the 2005 and 2012 surveys suggests limited material

change. In general, the responses revealed similar high levels of Developmental Assets. There were

some areas where the changes were statistically significant, but the differences did not suggest a degree of

change that raises cause for concern. That is not to say that there are not areas that warrant consideration.

While the two years had similar positive results, the problem areas also have remained the same.

Summary and Conclusions

The purpose of this report was to present the results of a survey examining students’ beliefs about

the presence of a variety of Developmental Assets or factors that may play a role in preventing or

reducing high-risk behavior. The mean scores for seven of the eight Developmental Asset categories are

presented in Table 41. These scores were computed by calculating the mean score of selected survey

items that represented the Developmental Asset category to create a developmental category score

ranging between one and five, and then calculating the means of those category scores with a range of one

as the lowest score to five as the highest score. The table indicates fairly high mean scores across the

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Developmental Asset categories; with most scores in excess of 3.5 or above the “neutral” point. The

eighth Development Asset category, “Constructive Use of Time,” also had positive results (See Table 42).

Table 41. Summary Mean Scores for Seven Developmental Asset Categories by Grade

Asset Categories

Grade in School


Mean Count Mean Count Mean Count Mean Count Mean Count

Support summary 4.1 264 3.8 153 3.7 364 3.9 257 3.9 1038

Boundaries

summary 3.8 264 3.7 153 3.6 364 3.4 257 3.6 1038

Commitment to

learning summary 4.1 264 4.0 153 4.0 364 4.1 257 4.0 1038

Positive identity

summary 4.1 264 3.8 153 3.4 364 3.6 257 3.7 1038

Social competency

summary 3.7 264 3.8 153 3.7 364 3.7 257 3.7 1038

Positive values

summary 4.0 264 3.7 153 3.7 364 3.7 257 3.8 1038

Empowerment

summary 3.2 264 2.8 153 3.0 364 3.0 257 3.0 1038





6th 76.9% 90 23.1% 27

8th 80.2% 85 19.8% 21

10th 80.7% 292 19.3% 70

12th 74.9% 191 25.1% 64

Total 78.3% 658 21.7% 182




6th 3.4% 3 22.7% 20 73.9% 65

8th 12.0% 11 32.6% 30 55.4% 51

10th 9.5% 28 29.7% 88 60.8% 180

12th 7.3% 14 33.0% 63 59.7% 114

Total 8.4% 56 30.1% 201 61.5% 410

In general, the findings are positive. The findings suggest that the students surveyed have high

levels of Developmental Assets in place. In addition, analysis of the relationship between the

Developmental Asset categories and alcohol and drug use indicates that many of the Developmental

Assets are protective; that is, the presence of an asset is associated with lower involvement in

inappropriate behaviors. Thus, strengthening the Developmental Assets of students should contribute to

the prevention of risk behaviors.

Developmental Asset categories are very broad constructs. The summary tables do not fully

reflect some of the variations within the developmental asset categories. In addition, even though the

overall scores are positive, a number of areas that call for further examination were identified.

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A brief list summarizing some of the key findings is presented below. Following that summary,

some of the implications of the findings are presented.

There is a cause for concern about alcohol use. The results indicated higher alcohol use

among students in athletics compared to others. A similar result was found in the 2005

survey. There also was an indication that some students are riding in cars in which they

perceive the driver as being drunk. Considering all the results related to alcohol use, it

appears there may be social norms that support the inappropriate use of alcohol.

While parental support was high, about one-fourth of all students indicated feeling too

much pressure from parents to do well. Students who felt too much pressure also indicated

feeling less support from parents.

About half of the students indicated getting support from teachers, but only 30% of all

students indicated feeling that teachers cared about them.

Students indicated feeling that school rules were clear, but not necessarily family rules. In

addition, it appeared that punishment for breaking family rules was not consistent. An

inverse relationship between the clarity of family rules and involvement in risk behavior

such as alcohol or drug use was found.

Students indicated knowing how to set limits, but they also indicated acting without

thinking. Thus, even though they were high on the Social Competence category, there is

the potential for impulsive behavior to override self-regulatory behavior.

By 10th grade over 25% of the students indicated cheating on a test two or more times in the

past year. About two-thirds of 10th and 12

th graders indicated copying homework two or

more times in the past year.

Implications of the Results

The results of the survey indicated that most students possess high levels of the Development

Assets. In general, there was little change from the results of the 2005 survey. This is a positive result,

since it indicates that the high Developmental Asset levels have continued. There are, however, some

areas that merit further consideration.

Like the results of the 2005 survey, there was significant use of alcohol among students,

especially athletes. This suggests that a concerted effort may be needed to address the risk

associated with alcohol use among these students. The results indicate that some of the

underlying factors may be related to social norms, so efforts may be needed to change the

norms among students.

The evidence that some students are riding in cars in which the driver is drunk suggests the

need for increased efforts to prevent driving while drunk. It may not be possible to prevent

drinking among young people, but communicating about designated drivers, approaches for

taking the keys of a potential drunk driver, and arrangements with local taxi companies are

among the possible responses to the issue.

There were very clear positive relationships between the Developmental Assets and lower

involvement in risk behaviors. While many students have high scores for the assets,

exploring measures that may strengthen the assets for at-risk students should be considered.

Cheating in school has become a national problem, and the survey’s results indicate the

problem is also present in these students. It may be useful to explore approaches to reduce

cheating.

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There was an identified relationship between thrill seeking and impulse control, and high-

risk behavior. While students indicated being able to say “no,” they also indicated that

impulses could reduce resistance. Developing programs that focus not only on resistance,

but impulse control, may be worthwhile. In addition, targeting high-risk students such as

those with Attention Deficit Hyperactivity Disorder may be of value.

The results of the survey, in an appropriate format, should be made available not only to

adults in the community, but also the students. Giving back the results is empowering, and

an opportunity to open discussion about the issues examined in the survey. The results may

also be applicable in a number of classes as illustrations of concepts. Sharing the results

can be a useful approach for strengthening student and community engagement in the

school. In addition, sharing the results can be helpful in opening up discussions about some

of the social norms that may contribute to problem areas.

nj report 2012 an assessment of the emotional assets v5 c

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