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Developmental Asset Profile_2Pager_2017_18_Protected

Developmental Asset Profile_2Pager_2017_18_Protected

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Developmental Asset Profile (DAP), 2017-18

The DAP is a strength-based assessment of social-emotional functioning. It focuses on the students’ strengths and

talents that help them feel more empowered and motivated to improve their mental and emotional wellbeing. This

form of positive psychology was introduced at the turn of the century. Waterbury Public Schools began implementing

the DAP in 2013 when the first surveys were collected in entire grades of select schools. When school-wide collection

of the DAP was concluded, the Domain DAP Domains
United Way of Greater
Waterbury (UWGW) picked it Support Young people need…
up as a requirement for the
to be surrounded by people who love, care for appreciate,
and accept them.

afterschool programs it Empowerment to feel valued and valuable.

Through a partnership with Boundaries & clear rules, consistent consequences, and encouragement.
UWGW, Bridge to Success was Expectations opportunities to learn and develop new skills and interests.
tasked with analyzing the
Constructive use of

data and helping programs Commitment to sense of lasting importance of learning and a belief in their
being formed about the learning own abilities.
benefits of collecting the DAP.
Positive values to develop strong guiding values to help them make healthy
life choices.

The DAP focuses on eight Social competencies skills to interact with other, to make difficult decisions, and
domains, as outlined in the Positive identity to cope with new situations.
box on the right. These
domains are measured using to believe in their own self-worth and feel that they have
control over the things that happen to them.

© Search Institute, 2015

a set of 58 questions.

UWGW and BTS work with seven agencies delivering eight programs who collect the DAP twice a year: once at the
beginning of the school year and once at the end. As is shown in Figure 2, the number of DAP surveys collected
increased greatly. The number of paired DAP surveys tripled.

Number of pre and post-DAP surveys The pre-data (data collected in Average score Pre-DAP, 2017-18
collected the fall of 2017) shows that the 22 21 22 19 22 21 22 21
average scores for all but one of
982 934 the domains fell above the Sup Emp B&E CUoT CtL PV SC PI
776 critical cut off point of 21. The n=982
highest scoring domain was for
506 Boundaries and Expectations
263 250 (B&E) and the lowest for
Constructive Use of Time
Pre (fall) Post (spring) Match (CUoT).

2016-17 2017-18

DAP improvements over time Improvements over time showed that there were
average improvements for all eight domains. The
23 23 21 23 21 22 23 23 23 21 23 most improvement was for Positive Values and
21 21 21 21 Social Competence and the least improvement was
19 for Constructive use of time.

The DAP survey also addresses five context areas:

Personal, Social, Family, School, and Community

and examines the support youth receives within

Sup*** Emp*** B&E* CUoT CtL** PV*** SC*** PI*** each setting. Findings show that most youth (81%)
Pre-test Post-test improved in the community context and least

Statistical significant changes: * p<.05 ~ ** p<.01 ~ *** p<.001 (78%) in the school context. Examining the

individual questions shows that nearly a quarter (23%) of the youth feel that their neighborhood is not often or

always a safe place and 30% say they rarely/not at all or only sometimes have neighbors who watch out for


Data were analyzed and disaggregated by gender and
race/ethnicity. The results were revealing. The data
show that boys were more likely to improve their DAP
scores than girls. Across the domains, on average, 88%
of boys improved vs. 66% of girls.

There were also stark differences between
ethnic/racial groups. White youth started out with
higher average (composite) scores than Black and
Hispanic youth (21.8, 20.6, and 20.6, respectively). But
the percentage of Black and Hispanic youth improving
was larger than the percentage of White youth.

Average, 82% Average % kids improved by domain Average,75%
Average, 83%

Black Hispanic White


Deeper analysis examining ethnicity/race and gender showed that boys of all race/ethnic identities improved.
For girls, the average scores improved mostly of Hispanic girls. Black girls only improved their average score of
social competency, and White girls did not significantly improve any of their average scores.

CREATED JULY, 2018 © 2019

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