Why we surveyed 1300 students in L&G.
What it told us.
But first here is why it matters as quoted from Search Institute.
“The worlds of education and youth development are increasingly driven by data, so it’s important to continually ask if the data you have are the data you need.
In many schools and youth programs that I visit through my work at Search Institute, the data they’ve got are mostly measures of outcomes and participation, such as test scores and attendance rates. That information is important, but is it enough? Education and youth development are, after all, “people businesses” in which attitudes, interactions, and experiences have a huge effect on how children develop and learn. If our world is going to be driven by data, shouldn’t that data include information on the factors that matter to young people and the organizations that are working to help them succeed?
That data should tell us, for example, if young people feel valued, valuable, and safe. The data should tell us if they have opportunities outside of school to learn and develop new skills and interests with other youth and adults. The data should tell us if they understand the lasting importance of learning and believe in their own abilities. The data should tell us if they have the skills to interact effectively with others, to make difficult decisions, and to cope with new situations.
At Search Institute, we believe that data should go beyond test scores and attendance rates to paint a broader and deeper picture of young people’s lives. (click here to access complete site…“
Why we surveyed 1700 students in L&G and got a Developmental Assets Profile.
“When DAP data is combined with data on attendance, achievement, and other factors, it is possible to gain a more complete picture of young people’s lives. That more complete picture makes it possible to design and implement better strategies to prepare young people to thrive in some type of college, a high-skill career, and citizenship.”(see Search Institute website)
What it told us.
it told us that our kids are very similar to many communities across the world in terms of the number of Developmental Assets they possess. Some communities’ kids do better some not as well. It told us that as a community we can do better by working together to provide our kids with the support, empowerment, boundaries and expectations and opportunities to use their time constructively.
The Results From the 2007 Surveys
Results Grade 4-6
- Full Report 4-6
- Grenville summary 4-6
- Leeds Summary 4-6
- Profile of Students Grade 4-6 in Leeds and Grenville 2007
Results Grade 7-12
- Full report 7-12
- Summary Leeds and Grenville 7-12
- Summary 7-12 Grenville County
- Summary 7-12 Leeds County
Grade 4 to 6 Students
Grade 7 to 12 Students