Mason Public Schools Developmental Asset Survey

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Mason Public Schools Developmental Asset Survey

• Kirk Petee
• www.msu.edu/suer/peteekir/
• D. Robert Whitman
• www.msu.edu/user/whitma15/index2/htm

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Mason Public Schools Developmental Asset Survey
Introduction In March of 2002 Mason Public
Schools conducted a Developmental Asset Survey a
survey dedicated to assessing the health and
well-being of middle and high school aged youth.
The assets represent a common core of building
blocks crucial for all youth, regardless of
community size, region of the country, gender,
family economics, race/ethnicity. This report
examines the positive assets and the negative
high risk behaviors found in the Mason student
population surveyed.  
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What is an asset?

• Critical factors for young peoples growth and
  development
• Two types
• External
• Internal

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• External Assets
• The first 20 developmental assets focus on
  positive experiences that young people receive
  from the people and institutions in their lives.
  Four categories of external assets are included
  in the frameworks 
• Support-Young people need to experience support,
  care, and love from their families, neighbors,
  and many others. They need organizations and
  institutions that provide positive, supportive
  environments.
• Empowerment-Young people need to be valued by
  their community and have opportunities to
  contribute to others. For this to occur, they
  must be safe and feel secure. 

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• External Assets Continued-
• Boundaries and expectations-Young people need to
  know what is expected of them and whether
  activities and behaviors are "in bounds" and "out
  of bounds." 
• Constructive use of time-Young people need
  constructive, enriching opportunities for growth
  through creative activities, youth programs,
  congregational involvement, and quality time at
  home.

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• Internal Assets
• A community's responsibility for its young does
  not end with the provision of external assets.
  There needs to be a similar commitment to
  nurturing the internal qualities that guide
  choices and create a sense of centeredness,
  purpose, and focus. Indeed, shaping internal
  dispositions that encourage wise, responsible,
  and compassionate judgments is particularly
  important in a society that prizes individualism.

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• Internal Assets Continued-
• Four categories of internal assets are
  included in the framework
• Commitment to learning-Young people need to
  develop a lifelong commitment to education and
  learning. 
• Positive values-Youth need to develop strong
  values that guide their choices. 
• Social competencies-Young people need skills and
  competencies that equip them to make positive
  choices, to build relationships, and to succeed
  in life. 
• Positive identity-Young people need a strong
  sense of their own power, purpose, worth, and
  promise. 

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Mason students that were surveyed...
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(No Transcript)
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Why was this survey conducted?

• The Power of Assets
• Assets have tremendous power to protect youth
  from many different harmful or unhealthy choices.
• In addition to protecting youth from negative
  behaviors, having more assets increases the
  chances that young people will have positive
  attitudes and behaviors.

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National Average of High-Risk Behaviors
(1999-2000)
This graph is based on surveys of over 217,000
6th- to 12th-grade youth in 318 communities and
33 states during the 1999-2000 school year.
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Promoting Positive Attitudes and Behaviors
(1999-2000)
This graph is based on surveys of over 217,000
6th- to 12th-grade youth in 318 communities and
33 states during the 1999-2000 school year.
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Mason Developmental Assets

• The following slides deal with these assets were
  proud of
• Family Support (External Asset 1)
• Safety (External Asset 10)
• Religious Community (External Asset 19)
• Integrity (Internal Asset 28)
• Positive View of Personal Future (Internal Asset
  40)

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Mason Developmental Assets Compared to U.S.
National Averages...
Data Analysis - Mason Developmental Assets fall
below National averages in the areas of
Religious Community and Family Support.
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Asset Family Support (External Asset
1)Definition Family life provides high levels
of love and support.
I get along with my parents (75)
Data chart based on total students
Data Analysis The results are consistent for
gender and grade levels.
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Asset Family Support (External Asset
1)Definition Family life provides high levels
of love and support.
Data chart based on total students
Data Analysis The results are consistent for
gender and grade levels.
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Asset Family Support (External Asset
1)Definition Family life provides high levels
of love and support.
Data chart based on total students
Data Analysis The results are consistent for
gender and grade levels.
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Asset- Family Support (External Asset
1) Definition Family life provides high levels
of love and support.Statement

• Mason kids feel loved and supported in their
  families. We reported above Search Institutes
  national average of 64 for this Asset.

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Asset Safety (External Asset 10)Definition
Young person feels safe at home, school, and in
the neighborhood.
How often do you feel afraid in your neighborhood?
Data Analysis - No significant difference between
males and females. 11th graders more often feel
safe as compared to 7th graders, who report
feeling more vulnerable with 3 always feeling
afraid.
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Asset Safety (External Asset 10)Definition
Young person feels safe at home, school, and in
the neighborhood.
How often do you feel afraid of getting hurt by
someone in your school?
Data Analysis 74 of all grades (7th, 9th, and
11th) surveyed said, never afraid. 7th graders
report never feeling afraid 25 more often than
11th graders and there was no significance
between gender differences and as kids get older
they report feeling less afraid.
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Asset Safety (External Asset 10)Definition
Young person feels safe at home, school, and in
the neighborhood.
How often do you feel afraid of getting hurt by
someone at home?
Data Analysis - As students get older, they
report feeling less afraid and only 16 report
getting hurt at home.
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Asset Safety (External Asset 10)Definition
Young person feels safe at home, school, and in
the neighborhood.Statement

• Kids feel safe in our neighborhoods, homes and in
  school.
• Every never is greater than 60 (62-92) on all
  three questions.
• We are 5 above the national average as reported
  by Search Institute.
• We have the resources to move ahead even further
  with this Asset especially for middle school
  aged youth.

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Asset Religious Community (External Asset
19)Definition Young person spends one or more
hours per week in activities in a religious
institution.
During an average week, how many hours do you
spend going to programs, groups, or services at a
church, synagogue, mosque, or other religious or
spiritual place?
Data Analysis 60 go one or more hours each
week to religious programs or services. 40 say
they do not attend and 9th grade seems slightly
lower than 7th and 11th graders in attendance.
There is no significant gender differences
reported.
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Asset Religious Community (External Asset
19)Definition Young person spends one or more
hours per week in activities in a religious
institution.Statement

• This Asset reinforces teaching of, as well as,
  opportunities to talk with other adults and peers
  in a supportive environment.
• Overall, 61 of students surveyed reported a
  positive response to this item.

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Asset Integrity (Internal Asset 28)Definition
Young person acts on convictions and stands up
for his or her beliefs.
Doing what I believe is right, even if my friends
make fun of me
Data Analysis As students get older percentages
increase. Female scores in this area are higher
than males.
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Asset Integrity (Internal Asset 28)Definition
Young person acts on convictions and stands up
for his or her beliefs.
Standing up for what I believe, even when it is
unpopular
Data Analysis - As students get older,
percentages increase and female scores in this
area are higher than males.
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Asset Integrity (Internal Asset 28)Definition
Young person acts on convictions and stands up
for his or her beliefs.Statement

• Students are making difficult and correct
  decisions in spite of peer pressure.
• Students are making difficult and correct
  decisions in spite of ridicule and popular
  opinion of friends.

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Asset Positive View Of Personal Future
(Internal Asset 40)Definition Young person is
optimistic about his or her personal future.
When I am an adult, I am sure I will have a good
life
Data Analysis Overall, 76 of students surveyed
reported a positive response to this item. 76
agree or strongly agree while only 4 disagree or
strongly agree.
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Asset Positive View Of Personal Future
(Internal Asset 40)Definition Young person is
optimistic about his or her personal
future.Statement

• A vast majority of our students are optimistic
  about having a good life.
• As students get older their optimism increases
  from 73 in 7th grade to 84 in 11th grade.
• Of the 40 Assets, this score was the high at 76

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Mason Developmental Assets

• The following slides deal with these assets of
  concern
• Positive Family Communication (External Asset
  2)
• Caring School Climate (External Asset 5)
• Community Values Youth (External Asset 7)
• Youth As Resources (External Asset 8)
• Restraint (Internal Asset 31)

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Mason Developmental Assets Compared to U.S.
National Averages...
Data Analysis - Mason Developmental Assets fall
below National averages in the areas of Caring
School Climate, Community Values Youth and Youth
as Resources.
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Asset - Positive Family Communication (External
Asset 2)Definition - Young person and his or
her parent(s) communicate positively, and young
person is willing to seek parents advice and
counsel.
Data chart based on total students
Data Analysis - Overall, only 31 of students
surveyed responded yes to this item.
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Asset - Positive Family Communication (External
Asset 2)Definition - Young person and his or
her parent(s) communicate positively, and young
person is willing to seek parents advice and
counsel.
Data chart based on total students
Data Analysis - Overall, 39 of students are
either not sure or disagree.
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Asset - Positive Family Communication (External
Asset 2)Definition - Young person and his or
her parent(s) communicate positively, and young
person is willing to seek parents advice and
counsel.
Data chart based on total students
Data Analysis - 11 of youth report none of the
time, 14 report 7 times per week.
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Asset - Positive Family Communication (External
Asset 2)Definition - Young person and his or
her parent(s) communicate positively, and young
person is willing to seek parents advice and
counsel.Statement

• Finding time to be available and approachable for
  deep conversations with kids in the home can be
  difficult.
• Dinnertime is one time when this opportunity may
  occur however, it may not be the best time for
  all families.
• Families in Mason need to look for creative ways
  to invite their kids to talk about the
  important concerns of young people.
• Parents of young children should be encouraged to
  talk openly and often with their children to
  develop open lines of communication at an early
  age.

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Asset - Caring School Climate (External Asset 5)
Definition - School provides a caring,
encouraging environment.
Data Analysis - No significant difference between
males and females. 7th-graders agree more often
and are 3 times more likely to strongly agree
than disagree. High school students are much
less likely to strongly agree.
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Asset - Caring School Climate (External Asset 5)
Definition - School provides a caring,
encouraging environment.
Data Analysis - Overall, 29 disagree that they
receive encouragement at school (an additional
30 are unsure). Two times as many strongly
agree as strongly disagree in 7th-grade - just
the opposite is reported in 9th grade and fewer
high school students agree overall. Females
agreeing slightly more than males.
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Asset - Caring School Climate (External Asset 5)
Definition - School provides a caring,
encouraging environment.Statement

• There is a trend in high school students noting a
  definite change in their school climate. They
  may need more support for the transition to the
  responsibilities of high school.
• Research has indicated that we learn best when we
  have positive, encouraging relationship with our
  educators. Building these kinds of relationships
  within our schools is what kids need to succeed.
• While Mason reports being slightly higher than
  the national average (24) we feel we have the
  resources to improve upon this Asset.

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Asset - Community Values Youth (External Asset
7)Definition - Young person perceives that
adults in the community value youth.
Data chart based on total students
Data Analysis - As students get older they report
feeling less important to their community. There
is a large group that responded unsure (33).
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Asset - Community Values Youth (External Asset
7)Definition - Young person perceives that
adults in the community value youth.
Data Analysis - As students get older they report
feeling less important to their community.
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Asset - Community Values Youth (External Asset
7) Definition - Young person perceives that
adults in the community value youth.Statement

• A large group of unsure responses might
  indicate that 30-40 do not know of any clear
  opportunities to feel valued, or students have
  low contact with adults in leadership roles
  within their community.
• Young people feel valued when adults take time to
  be with with them and take them seriously. If
  adults take time to solicit their input, this is
  doubly empowering.

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Asset - Youth As Resources (External Asset
8)Definition - Young people are given useful
roles in the community.
Data Analysis - As students get older they feel
like they have less input when making decisions
for what goes on in school.
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Asset - Youth As Resources (External Asset 8)
Definition - Young people are given useful roles
in the community. Statement

• We wonder if older students getting jobs and cars
  begin to pull them away from schooljust when we
  need them most. Or, do we need to provide more
  opportunities for them.
• Students invest in communities when they feel
  included and respected.
• We report slightly below the national average for
  this asset (24) and believe our community has
  the resources to include our youth in more useful
  roles.

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Asset - Restraint (Internal Asset 31)Definition
- Young person believes it is important not to be
sexually active or to use alcohol or other drugs.
Data charts based on total students
Data Analysis - Both charts show that a large
percentage of students (33 - 36) are either not
sure or disagree with the value (drinking
alcohol or having sex).
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Asset - Restraint (Internal Asset 31)Definition
- Young person believes it is important not to be
sexually active or to use alcohol or other drugs.
Data Analysis - As students get older their
attitude towards drinking alcohol changes
dramatically. The majority of 7th-graders are
against drinking alcohol while 11th-graders are
the opposite.
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Asset - Restraint (Internal Asset 31)Definition
- Young person believes it is important not to be
sexually active or to use alcohol or other drugs.
Data Analysis - As students get older their
attitude towards sex changes dramatically. The
majority of 7th-graders are in favor of
abstaining from sex while 11th-graders carry the
opposite opinion.
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Asset - Restraint (Internal Asset 31)
Definition - Young person believes it is
important not to be sexually active or to use
alcohol or other drugs. Statement

• While the overall percentage of students who
  choose not to use alcohol or restrain from having
  sex is concerning, the dramatic decrease in these
  values from 7th to 11th grade must be addressed.

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Where does Mason Public Schools go from here?

• Continued, all-inclusive approach
• Mason Public Schools must continue its analysis
  of the various assets and needs.By doing so,
  along with implementing new and different
  strategies, higher levels of assets will be
  obtained. Finally, informing the community of
  our findings looking for a collective effort
  toward higher communal involvement can only
  increase essential needs gained by students.