DAP Overtime Report

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Developmental Asset Profile (DAP), over time

BTS has been working with United Way of Greater Number of surveys collected in past four years
Waterbury and Waterbury’s youth providers to collect

Developmental Asset Profile (DAP) surveys among

Waterbury children and youth. Over the past two years, 982934
this number has increased tremendously. The increase 776
was largest between 2016-17 and 2017-18. In all years
there is a decline from the number of pre (fall) surveys 235171 72 420 508
collected to the number of post (spring) surveys collected. 277245 263250
The number paired surveys (youth who has both a pre and

a post survey) is always lowest. 14-15 15-16 16-17 17-18

The demographics of youth completing a DAP survey has pre post match

not changed much over time. There

were more girls completing the DAP Demographic changes over time

survey in 2016-17 and more boys in Average age (st. dev.) 2015-16 2016-17 2017-18
2017-18. Boys/girls 11 (2.8) 11.9 (2.6) 11.2 (2.9)
unknown 45%/55% 62%/38%
Examining pre-survey data across the
years helps understand youth’s

Developmental Assets Profile as they Race/ethnicity

start the program in the fall.

Across the different year there are
consistent differences between boys
and girls and between white and black
and brown youth. Across all years, girls
have higher average scores when they
start their program in the fall. This is
especially the case for their Support
domain and for their Social
Competency domain. We see that
white have constancy higher average
scores than youth who identifies as
non-Hispanic Black/African American
or as Hispanic. Compared to 2016-17 the gaps between the Whites and Black/African American youth increased in
2017-18; the gaps between the average scores of Whites and Hispanics remained similar (with Whites having an
average score of about one point above that of Hispanic for each of the domains).

Percentage youth who improved their average score

80% 78% 79% 80% 78% 81% 82% 82%
69% 69% 70% 62% 66% 69% 75% 66%

Support Empowerment Boundaries Constructive Commitment Positive values Social Positive identity

and use of time to learning competency

expectations

16-17 17-18

The average pre-scores have been
consistent over time. The averages for
each of the domains jumped about one
point between 2015-16 and 2016-17.
Except for the ‘Constructive use of time’
domain, all domain scores are above the
20 points cut off.

Compared to 2016-17, there was more
youth in 2017-18 who improved their
average score throughout the course of
the youth program. In 2016-17, around
70% of the youth improved, a year later
around 80% of the youth did.

In both 2016-17 and 2017-18, boys were
far more likely to improve than girls. On
average (across the domains), 77% of the

boys improved in 2016-17 versus 59% of the girls, an 18- Percentage of youth who improved, by race
percentage point gap. A year later, both boys and girls
became more likely to improve but the 18-percentage point 82% 83% 81% 75%
gap remained. In 2017-18, 85% of the boys improved vs. 56% 52%
67% of the girls.
Black/African Hispanic White
The largest difference between 2016-17 and 2017-18 was American
between the percentages Black/African American, Hispanic, 16-17 17-18
and White youth who improved their average score. In 2016-
17, whites were more likely to improve their average score
than black and brown youth. In 2017-18 this reversed. While
white youth started out with higher average DAP domain
scores in both years, the gap did not remain in 2017-18.

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