Search Institute studies consistently show a strong correlation between young people’s levels of Developmental 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.

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.
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2. The State of Assets
Among U.S. Youth
0 -10
Assets.
13%
11-20
Assets.
39%
21-30
Assets.
37%
31-40
Assets.
11%
Youth Experiencing Each Level of
Development Assets
THE BOTTOM LINE: On average,
youth, grades 6 to 12, surveyed in
the United States in 2010
experienced 19 of the 40
Developmental Assets.*
Only 11% of youth experience at
least 31 of the 40 assets—a level
that suggests they are thriving.
SOURCE: Surveys of 89,000 U. S.
youth, grades 6 to 12, in 2010. See A
Fragile Foundation: The State of
Developmental Assets Among
American Youth
SURVEY: Profiles of Student Life:
Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
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3. THE POWER OF ASSETS TO
PROMOTE YOUTH SUCCESS
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4. Assets and
School Success
8%
20%
38%
59%
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
PercentofYouthWhoReportDoingWellinSchool
Level of Assets Youth Experience
THE BOTTOM LINE: The more
Developmental Assets* youth
report, the more likely they are to
do well in school.
DEFINITION: Youth who report that
they get mostly A’s on their report
card.
SOURCE: Surveys of 89,000 U. S.
youth, grades 6 to 12, in 2010. See A
Fragile Foundation: The State of
Developmental Assets Among
American Youth
SURVEY: Profiles of Student Life:
Attitudes and Behaviors
* Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
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5. Assets and Youth
Persistence
54%
65%
77%
87%
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
PercentofYouthWhoReportthatTheyDon’tGiveUp
Level of Assets Youth Experience
THE BOTTOM LINE: The more
Developmental Assets youth
report, the more likely they are to
be persistent in the face of
challenges and adversity.
DEFINITION: Youth who report that
they do not give up when things get
difficult.
SOURCE: Surveys of 89,000 U. S.
youth, grades 6 to 12, in 2010. See A
Fragile Foundation: The State of
Developmental Assets Among
American Youth
SURVEY: Profiles of Student Life:
Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
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6. Assets and
Health Behaviors
29%
51%
73%
91%
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
PercentofYouthWhoReportPayingAttentiontotheir
Health
Level of Assets Youth Experience
THE BOTTOM LINE: The more
Developmental Assets youth
report, the more likely they are to
take care of their own health.
DEFINITION: Youth who report that
they pay attention to healthy nutrition
and exercise.
SOURCE: Surveys of 89,000 U. S.
youth, grades 6 to 12, in 2010. See A
Fragile Foundation: The State of
Developmental Assets Among
American Youth
SURVEY: Profiles of Student Life:
Attitudes and Behaviors
* Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
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7. Assets and Financial
Responsibility
29%
44%
59%
74%
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
PercentofYouthWhoReportSavingMoneyfortheFuture
Level of Assets Youth Experience
THE BOTTOM LINE: The more
Developmental Assets youth
report, the more likely they are to
save money, rather than just
spending it.
DEFINITION: Youth who report that
they save money for something special
rather than spending it all right away.
SOURCE: Surveys of 89,000 U. S.
youth, grades 6 to 12, in 2010. See A
Fragile Foundation: The State of
Developmental Assets Among
American Youth
SURVEY: Profiles of Student Life:
Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
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8. Assets and Valuing
Diversity
8%
20%
38%
59%
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
PercentofYouthWhoReportValuingDiversity
Level of Assets Youth Experience
THE BOTTOM LINE: The more
Developmental Assets youth
report, the more likely they are to
value diversity among their peers.
DEFINITION: Youth who report that
they place high importance on getting
to know people of other racial and
ethnic groups.
SOURCE: Surveys of 89,000 U. S.
youth, grades 6 to 12, in 2010. See A
Fragile Foundation: The State of
Developmental Assets Among
American Youth
SURVEY: Profiles of Student Life:
Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
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9. Assets and Youth
Leadership
45%
63%
77%
86%
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
PercentofYouthWhoReportBeinginLeadershipRoles
Level of Assets Youth Experience
THE BOTTOM LINE: The more
Developmental Assets youth
report, the more likely they are to
be involved in leadership roles in
an organization or group.
DEFINITION: Youth who report that
they have been a leader of a group or
organization in the past 12 months.
SOURCE: Surveys of 89,000 U. S.
youth, grades 6 to 12, in 2010. See A
Fragile Foundation: The State of
Developmental Assets Among
American Youth
SURVEY: Profiles of Student Life:
Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
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10. THE POWER OF ASSETS TO
PREVENT YOUTH PROBLEMS
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11. Assets and
Underage Drinking
44%
23%
9%
2%
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
PercentofYouthEngagedinProblemAlcoholUse
Level of Assets Youth Experience
THE BOTTOM LINE: The more
Developmental Assets youth
report, the less likely they are to
engage in problem alcohol use.
DEFINITION: Youth who have used
alcohol three or more times in the
past 30 days or have gotten drunk
once or more in the past two weeks.
SOURCE: Surveys of 89,000 U. S.
youth, grades 6 to 12, in 2010. See A
Fragile Foundation: The State of
Developmental Assets Among
American Youth
SURVEY: Profiles of Student Life:
Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
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12. Assets and
Tobacco Use
22%
8%
2%
<1%
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
PercentofYouthWhoReportUsingTobacco
Level of Assets Youth Experience
THE BOTTOM LINE: The more
Developmental Assets youth
report, the less likely they are to
report using tobacco.
DEFINITION: Youth who report that
they smoke one or more cigarettes
every day or use chewing tobacco
frequently.
SOURCE: Surveys of 89,000 U. S.
youth, grades 6 to 12, in 2010. See A
Fragile Foundation: The State of
Developmental Assets Among
American Youth
SURVEY: Profiles of Student Life:
Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
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13. Assets and
Illicit Drug Use
41%
19%
6%
<1%
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
PercentofYouthWhoReportUsingIllicitDrugs
Level of Assets Youth Experience
THE BOTTOM LINE: The more
Developmental Assets youth
report, the less likely they are to
report using illicit drugs.
DEFINITION: Youth who report that
they have used illicit drugs (such as
marijuana, cocaine, LSD, PCP or angel
dust, heroin or other narcotics,
amphetamines) three or more times in
the past 12 months.
SOURCE: Surveys of 89,000 U. S.
youth, grades 6 to 12, in 2010. See A
Fragile Foundation: The State of
Developmental Assets Among
American Youth
SURVEY: Profiles of Student Life:
Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
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14. Assets and
Youth Violence
60%
34%
15%
4%
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
PercentofYouthWhoReportEngaginginViolentBehaviors
Level of Assets Youth Experience
THE BOTTOM LINE: The more
Developmental Assets youth
report, the less likely they are to
be involved in violent behaviors.
DEFINITION: Youth who have engaged
in three or more acts of fighting,
hitting, injuring a person, carrying or
using a weapon, or threatening
physical harm in the past 12 months.
SOURCE: Surveys of 89,000 U. S.
youth, grades 6 to 12, in 2010. See A
Fragile Foundation: The State of
Developmental Assets Among
American Youth
SURVEY: Profiles of Student Life:
Attitudes and Behaviors
* Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
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15. Assets and
Anti-Social Behavior
47%
21%
6%
1%
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
PercentofYouthWhoEngageinAnti-SocialBehaviors
Level of Assets Youth Experience
THE BOTTOM LINE: The more
Developmental Assets youth
report, the less likely they are to
be involved in anti-social
behaviors.
DEFINITION: Youth who have been
involved in three or more incidents of
shoplifting, trouble with police, or
vandalism in the past 12 months.
SOURCE: Surveys of 89,000 U. S.
youth, grades 6 to 12, in 2010. See A
Fragile Foundation: The State of
Developmental Assets Among
American Youth
SURVEY: Profiles of Student Life:
Attitudes and Behaviors
* Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
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16. Assets and
Sexual Activity
34%
21%
11%
3%
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
PercentofYouthWhoReportBeingSexuallyActive
Level of Assets Youth Experience
THE BOTTOM LINE: The more
Developmental Assets youth
report, the less likely they are to
engage in sexual intercourse.
DEFINITION: Youth who have had
sexual intercourse three or more times
in their lifetime.
SOURCE: Surveys of 89,000 U. S.
youth, grades 6 to 12, in 2010. See A
Fragile Foundation: The State of
Developmental Assets Among
American Youth
SURVEY: Profiles of Student Life:
Attitudes and Behaviors
* Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
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17. Assets & Depression/
Attempted Suicide
42%
26%
11%
3%
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
PercentofYouthWhoReportDepressionand/or
AttemptedSuicide
Level of Assets Youth Experience
THE BOTTOM LINE: The more
Developmental Assets youth
report, the less likely they are to
report being depressed or having
attempted suicide.
DEFINITION: Youth who report that
they are frequently depressed and/or
have attempted suicide.
SOURCE: Surveys of 89,000 U. S.
youth, grades 6 to 12, in 2010. See A
Fragile Foundation: The State of
Developmental Assets Among
American Youth
SURVEY: Profiles of Student Life:
Attitudes and Behaviors * Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
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18. DEVELOPMENTAL ASSETS &
COLLEGE READINESS
BASED ON THE DEVELOPMENTAL ASSETS PROFILE
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19. Assets & College
Readiness: Math
28%
41%
57%
71%
Challenged Vulnerable Adequate Thriving
PercentofYouthwhoDemonstrateMathCognitiveSkills
Level of Assets Youth Experience
THE BOTTOM LINE: The higher
levels of Developmental Assets
youth report, the more likely they
are to have math cognitive skills
needed for college.
DEFINITION: Student can solve more
complex math problems and knows
how to apply math beyond school.
SOURCE: 20,241 high school students
in a southwestern U.S. city. 93% of
sample was 69 African American or
Hispanic American. 84% of sample
qualified for free or reduced lunches.
Unpublished data.
SURVEY: Developmental Assets Profile
(with supplementary measures) * Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
On a scale of 0 – 60, Challenged is 0 – 29; Vulnerable is 30 – 41;
Adequate is 42 – 51; Thriving is 52-60.
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20. Assets & College
Readiness: Science
27%
41%
57%
70%
Challenged Vulnerable Adequate Thriving
PercentofYouthwhoDemonstrateScienceCognitiveSkills
Level of Assets Youth Experience
THE BOTTOM LINE: The higher
levels of Developmental Assets
youth report, the more likely they
are to have the science cognitive
skills needed for college.
DEFINITION: Student knows how to
conduct research, complete labs, and
use evidence to support a hypothesis.
SOURCE: 20,241 high school students
in a southwestern U.S. city. 93% of
sample was 69 African American or
Hispanic American. 84% of sample
qualified for free or reduced lunches.
Unpublished data.
SURVEY: Developmental Assets Profile
(with supplementary measures) * Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
On a scale of 0 – 60, Challenged is 0 – 29; Vulnerable is 30 – 41;
Adequate is 42 – 51; Thriving is 52-60.
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21. Assets & College
Readiness: Time
Management
17%
40%
67%
82%
Challenged Vulnerable Adequate Thriving
PercentofYouthwhoDemonstrateTimeManagement
Skills
Level of Assets Youth Experience
THE BOTTOM LINE: The higher
levels of Developmental Assets
youth report, the more likely they
are to have the time
management skills and study
habits needed for college.
DEFINITION: Student makes school a
priority, meets deadlines, and
manages time well.
SOURCE: 20,241 high school students
in a southwestern U.S. city. 93% of
sample was 69 African American or
Hispanic American. 84% of sample
qualified for free or reduced lunches.
Unpublished data.
SURVEY: Developmental Assets Profile
(with supplementary measures) * Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
On a scale of 0 – 60, Challenged is 0 – 29; Vulnerable is 30 – 41;
Adequate is 42 – 51; Thriving is 52-60.
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22. Assets & College
Knowledge:
Home Supports
25%
39%
55%
68%
Challenged Vulnerable Adequate Thriving
PercentofYouthwhoDemonstrateTimeManagement
Skills
Level of Assets Youth Experience
THE BOTTOM LINE: The higher
levels of Developmental Assets
youth report, the more likely they
are to have the needed home
supports for college knowledge.
DEFINITION: Family members
encourage college attendance and
help with the selection and application
process.
SOURCE: 20,241 high school students
in a southwestern U.S. city. 93% of
sample was 69 African American or
Hispanic American. 84% of sample
qualified for free or reduced lunches.
Unpublished data.
SURVEY: Developmental Assets Profile
(with supplementary measures) * Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
On a scale of 0 – 60, Challenged is 0 – 29; Vulnerable is 30 – 41;
Adequate is 42 – 51; Thriving is 52-60.
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23. ME & MY WORLD SURVEY:
ELEMENTARY YOUTH (GRADES 4-6)
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24. Assets and
Helping Others
32%
59%
76%
95%
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
PercentofYouthwhoReportHelpingOthers
Level of Assets Youth Experience
THE BOTTOM LINE: The more
Developmental Assets that
children in grades 4-6 report, the
more likely they are to help other
people.
DEFINITION: 4th- to 6th-grade youth
who help friends, neighbors, or others
on one or more days per week.
SOURCE: Surveys of 4,668 youth in
several U. S. schools, grades 4 to 6, in
2003-04. See Coming into Their Own:
Developmental Assets in Middle
Childhood.
SURVEY: Me and My World
* Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
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25. Assets and
Life Satisfaction
36%
60%
82%
93%
0 -10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
PercentofYouthwhoReportBeingSatisfiedwithLife
Level of Assets Youth Experience
THE BOTTOM LINE: The more
Developmental Assets that
children in grades 4-6 report, the
more likely they are to be
satisfied with their life.
DEFINITION: 4th- to 6th-grade youth
who report being satisfied with their
life.
SOURCE: Surveys of 4,668 youth in
several U. S. schools, grades 4 to 6, in
2003-04. See Coming into Their Own:
Developmental Assets in Middle
Childhood.
SURVEY: Me and My World
* Developmental Assets are supports, strengths, and non-cognitive skills they
experience in themselves, their families, their schools, and their communities.
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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
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