1. THE POWER OF DEVELOPMENTAL ASSETS Search Institute studies consistently show a strong correlation between young people’s levels of assets and diverse outcomes. These graphs demonstrate a core message of a youth development approach: The more strengths young people have in their lives, the more likely they are to grow up successfully. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

2. The State of Assets Among U.S. Youth THE BOTTOM LINE: On average, youth, grades 6 to 12, surveyed in the United States in 2010 experienced 19 of the 40 Developmental Assets.* Only 11% of youth experience at least 31 of the 40 assets—a level that suggests they are thriving. SOURCE: Surveys of 89,000 U. S. youth, grades 6 to 12, in 2010. See A Fragile Foundation: The State of Developmental Assets Among American YouthA Fragile Foundation: The State of Developmental Assets Among American Youth SURVEY: Profiles of Student Life: Attitudes and BehaviorsProfiles of Student Life: Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

3. THE POWER OF ASSETS TO PROMOTE YOUTH SUCCESS Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

4. Assets and School Success THE BOTTOM LINE: The more Developmental Assets* youth report, the more likely they are to do well in school. DEFINITION: Youth who report that they get mostly A’s on their report card. SOURCE: Surveys of 89,000 U. S. youth, grades 6 to 12, in 2010. See A Fragile Foundation: The State of Developmental Assets Among American YouthA Fragile Foundation: The State of Developmental Assets Among American Youth SURVEY: Profiles of Student Life: Attitudes and BehaviorsProfiles of Student Life: Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

5. Assets and Youth Persistence THE BOTTOM LINE: The more Developmental Assets youth report, the more likely they are to be persistent in the face of challenges and adversity. DEFINITION: Youth who report that they do not give up when things get difficult. SOURCE: Surveys of 89,000 U. S. youth, grades 6 to 12, in 2010. See A Fragile Foundation: The State of Developmental Assets Among American YouthA Fragile Foundation: The State of Developmental Assets Among American Youth SURVEY: Profiles of Student Life: Attitudes and BehaviorsProfiles of Student Life: Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

6. Assets and Health Behaviors THE BOTTOM LINE: The more Developmental Assets youth report, the more likely they are to take care of their own health. DEFINITION: Youth who report that they pay attention to healthy nutrition and exercise. SOURCE: Surveys of 89,000 U. S. youth, grades 6 to 12, in 2010. See A Fragile Foundation: The State of Developmental Assets Among American YouthA Fragile Foundation: The State of Developmental Assets Among American Youth SURVEY: Profiles of Student Life: Attitudes and BehaviorsProfiles of Student Life: Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

7. Assets and Financial Responsibility THE BOTTOM LINE: The more Developmental Assets youth report, the more likely they are to save money, rather than just spending it. DEFINITION: Youth who report that they save money for something special rather than spending it all right away. SOURCE: Surveys of 89,000 U. S. youth, grades 6 to 12, in 2010. See A Fragile Foundation: The State of Developmental Assets Among American YouthA Fragile Foundation: The State of Developmental Assets Among American Youth SURVEY: Profiles of Student Life: Attitudes and BehaviorsProfiles of Student Life: Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

8. Assets and Valuing Diversity THE BOTTOM LINE: The more Developmental Assets youth report, the more likely they are to value diversity among their peers. DEFINITION: Youth who report that they place high importance on getting to know people of other racial and ethnic groups. SOURCE: Surveys of 89,000 U. S. youth, grades 6 to 12, in 2010. See A Fragile Foundation: The State of Developmental Assets Among American YouthA Fragile Foundation: The State of Developmental Assets Among American Youth SURVEY: Profiles of Student Life: Attitudes and BehaviorsProfiles of Student Life: Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

9. Assets and Youth Leadership THE BOTTOM LINE: The more Developmental Assets youth report, the more likely they are to be involved in leadership roles in an organization or group. DEFINITION: Youth who report that they have been a leader of a group or organization in the past 12 months. SOURCE: Surveys of 89,000 U. S. youth, grades 6 to 12, in 2010. See A Fragile Foundation: The State of Developmental Assets Among American YouthA Fragile Foundation: The State of Developmental Assets Among American Youth SURVEY: Profiles of Student Life: Attitudes and BehaviorsProfiles of Student Life: Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

10. THE POWER OF ASSETS TO PREVENT YOUTH PROBLEMS Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

11. Assets and Underage Drinking THE BOTTOM LINE: The more Developmental Assets youth report, the less likely they are to engage in problem alcohol use. DEFINITION: Youth who have used alcohol three or more times in the past 30 days or have gotten drunk once or more in the past two weeks. SOURCE: Surveys of 89,000 U. S. youth, grades 6 to 12, in 2010. See A Fragile Foundation: The State of Developmental Assets Among American YouthSee A Fragile Foundation: The State of Developmental Assets Among American Youth SURVEY: Profiles of Student Life: Attitudes and BehaviorsProfiles of Student Life: Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

12. Assets and Tobacco Use THE BOTTOM LINE: The more Developmental Assets youth report, the less likely they are to report using tobacco. DEFINITION: Youth who report that they smoke one or more cigarettes every day or use chewing tobacco frequently. SOURCE: Surveys of 89,000 U. S. youth, grades 6 to 12, in 2010. See A Fragile Foundation: The State of Developmental Assets Among American YouthSee A Fragile Foundation: The State of Developmental Assets Among American Youth SURVEY: Profiles of Student Life: Attitudes and BehaviorsProfiles of Student Life: Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

13. Assets and Illicit Drug Use THE BOTTOM LINE: The more Developmental Assets youth report, the less likely they are to report using illicit drugs. DEFINITION: Youth who report that they have used illicit drugs (such as marijuana, cocaine, LSD, PCP or angel dust, heroin or other narcotics, amphetamines) three or more times in the past 12 months. SOURCE: Surveys of 89,000 U. S. youth, grades 6 to 12, in 2010. See A Fragile Foundation: The State of Developmental Assets Among American YouthA Fragile Foundation: The State of Developmental Assets Among American Youth SURVEY: Profiles of Student Life: Attitudes and BehaviorsProfiles of Student Life: Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

14. Assets and Youth Violence THE BOTTOM LINE: The more Developmental Assets youth report, the less likely they are to be involved in violent behaviors. DEFINITION: Youth who have engaged in three or more acts of fighting, hitting, injuring a person, carrying or using a weapon, or threatening physical harm in the past 12 months. SOURCE: Surveys of 89,000 U. S. youth, grades 6 to 12, in 2010. See A Fragile Foundation: The State of Developmental Assets Among American YouthA Fragile Foundation: The State of Developmental Assets Among American Youth SURVEY: Profiles of Student Life: Attitudes and BehaviorsProfiles of Student Life: Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

15. Assets and Anti-Social Behavior THE BOTTOM LINE: The more Developmental Assets youth report, the less likely they are to be involved in anti-social behaviors. DEFINITION: Youth who have been involved in three or more incidents of shoplifting, trouble with police, or vandalism in the past 12 months. SOURCE: Surveys of 89,000 U. S. youth, grades 6 to 12, in 2010. See A Fragile Foundation: The State of Developmental Assets Among American YouthA Fragile Foundation: The State of Developmental Assets Among American Youth SURVEY: Profiles of Student Life: Attitudes and BehaviorsProfiles of Student Life: Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

16. Assets and Sexual Activity THE BOTTOM LINE: The more Developmental Assets youth report, the less likely they are to engage in sexual intercourse. DEFINITION: Youth who have had sexual intercourse three or more times in their lifetime. SOURCE: Surveys of 89,000 U. S. youth, grades 6 to 12, in 2010. See A Fragile Foundation: The State of Developmental Assets Among American YouthA Fragile Foundation: The State of Developmental Assets Among American Youth SURVEY: Profiles of Student Life: Attitudes and BehaviorsProfiles of Student Life: Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

17. Assets & Depression/ Attempted Suicide THE BOTTOM LINE: The more Developmental Assets youth report, the less likely they are to report being depressed or having attempted suicide. DEFINITION: Youth who report that they are frequently depressed and/or have attempted suicide. SOURCE: Surveys of 89,000 U. S. youth, grades 6 to 12, in 2010. See A Fragile Foundation: The State of Developmental Assets Among American YouthA Fragile Foundation: The State of Developmental Assets Among American Youth SURVEY: Profiles of Student Life: Attitudes and BehaviorsProfiles of Student Life: Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

18. DEVELOPMENTAL ASSETS & COLLEGE READINESS BASED ON THE DEVELOPMENTAL ASSETS PROFILE Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

19. Assets & College Readiness: Math THE BOTTOM LINE: The higher levels of Developmental Assets youth report, the more likely they are to have math cognitive skills needed for college. DEFINITION: Student can solve more complex math problems and knows how to apply math beyond school. SOURCE: 20,241 high school students in a southwestern U.S. city. 93% of sample was 69 African American or Hispanic American. 84% of sample qualified for free or reduced lunches. Unpublished data. SURVEY: Developmental Assets Profile (with supplementary measures)Developmental Assets Profile * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. On a scale of 0 – 60, Challenged is 0 – 29; Vulnerable is 30 – 41; Adequate is 42 – 51; Thriving is 52-60. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

20. Assets & College Readiness: Science THE BOTTOM LINE: The higher levels of Developmental Assets youth report, the more likely they are to have the science cognitive skills needed for college. DEFINITION: Student knows how to conduct research, complete labs, and use evidence to support a hypothesis. SOURCE: 20,241 high school students in a southwestern U.S. city. 93% of sample was 69 African American or Hispanic American. 84% of sample qualified for free or reduced lunches. Unpublished data. SURVEY: Developmental Assets Profile (with supplementary measures)Developmental Assets Profile * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. On a scale of 0 – 60, Challenged is 0 – 29; Vulnerable is 30 – 41; Adequate is 42 – 51; Thriving is 52-60. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

21. Assets & College Readiness: Time Management THE BOTTOM LINE: The higher levels of Developmental Assets youth report, the more likely they are to have the time management skills and study habits needed for college. DEFINITION: Student makes school a priority, meets deadlines, and manages time well. SOURCE: 20,241 high school students in a southwestern U.S. city. 93% of sample was 69 African American or Hispanic American. 84% of sample qualified for free or reduced lunches. Unpublished data. SURVEY: Developmental Assets Profile (with supplementary measures)Developmental Assets Profile * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. On a scale of 0 – 60, Challenged is 0 – 29; Vulnerable is 30 – 41; Adequate is 42 – 51; Thriving is 52-60. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

22. Assets & College Knowledge: Home Supports THE BOTTOM LINE: The higher levels of Developmental Assets youth report, the more likely they are to have the needed home supports for college knowledge. DEFINITION: Family members encourage college attendance and help with the selection and application process. SOURCE: 20,241 high school students in a southwestern U.S. city. 93% of sample was 69 African American or Hispanic American. 84% of sample qualified for free or reduced lunches. Unpublished data. SURVEY: Developmental Assets Profile (with supplementary measures)Developmental Assets Profile * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. On a scale of 0 – 60, Challenged is 0 – 29; Vulnerable is 30 – 41; Adequate is 42 – 51; Thriving is 52-60. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

23. ME & MY WORLD SURVEY: ELEMENTARY YOUTH (GRADES 4-6) Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

24. Assets and Helping Others THE BOTTOM LINE: The more Developmental Assets that children in grades 4-6 report, the more likely they are to help other people. DEFINITION: 4th- to 6th-grade youth who help friends, neighbors, or others on one or more days per week. SOURCE: Surveys of 4,668 youth in several U. S. schools, grades 4 to 6, in 2003-04. See Coming into Their Own: Developmental Assets in Middle Childhood.Coming into Their Own: Developmental Assets in Middle Childhood SURVEY: Me and My WorldMe and My World * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

25. Assets and Life Satisfaction THE BOTTOM LINE: The more Developmental Assets that children in grades 4-6 report, the more likely they are to be satisfied with their life. DEFINITION: 4th- to 6th-grade youth who report being satisfied with their life. SOURCE: Surveys of 4,668 youth in several U. S. schools, grades 4 to 6, in 2003-04. See Coming into Their Own: Developmental Assets in Middle Childhood.Coming into Their Own: Developmental Assets in Middle Childhood SURVEY: Me and My WorldMe and My World * Developmental Assets are supports, strengths, and non-cognitive skills they experience in themselves, their families, their schools, and their communities. Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.

26. How Are Your Young People Doing? Developmental Assets Profile A short, online report with quick results. Measures change across time (pre-post). For grades 4 to 12. Profiles of Student Life: Attitudes & Behaviors An in-depth snapshot of young people’s assets, risks, and thriving behaviors. For grades 6 to 12. Me and My World An in-depth snapshot of young people’s assets, risks, and thriving behaviors. For grades 4 to 6. Learn more about Search Institute surveys and how they can help you understand and improve outcomes for the young people you serve. http://www.search-institute.org/survey-services Copyright © 2013 Search Institute®, Minneapolis, MN ; www.search-institute.org. All rights reserved.