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Percent of Total All Grades Students Reporting Higher Levels of Empowerment, as Determined by the Developmental Assets Scale, 2019: by County

Counties of Minnesota Chisago Isanti Ramsey Anoka Washington Hennepin Benton Wright Dakota Scott Carver McLeod Mille Lacs Kanabec Wabasha Goodhue Rice Le Sueur Sibley Sherburne Meeker Renville Chippewa Stearns Morrison Pine Crow Wing Aitkin Brown Yellow Medicine Lac qui Parle Big Stone Traverse Wilkin Todd Wadena Cass Polk Red Lake Clearwater Becker Carlton Hubbard Norman Clay Mahnomen Beltrami Itasca Pennington Marshall Kittson Roseau Lake of the Woods Koochiching St. Louis Lake Cook Redwood Cottonwood Watonwan Steele Dodge Otter Tail Grant Douglas Stevens Pope Lyon Nicollet Lincoln Kandiyohi Swift Pepestone Murray Blue Earth Olmsted Winona Waseca Rock Nobles Jackson Martin Faribault Freeborn Mower Fillmore Houston
  • >63.0% to ≤70.3%
  • >59.7% to ≤63.0%
  • >55.2% to ≤59.7%
  • ≥45.8% to ≤55.2%
  • No data available

About the Indicator:

The Developmental Assets framework was devised by the Search Institute* to identify skills and behaviors that contribute to positive adolescent development. Survey questions were generated and grouped to compose a series of scales to assess such development. For the 2013 Minnesota Student Survey (MSS), questions were added to facilitate analysis of the following scales: Social Competency, Positive Identity, and Empowerment (please visit SUMN.org for additional fact sheets).

The modified Empowerment Scale comprises 3 subsets of a question included on the Minnesota Student Survey as follows:

In general, how does each of the following statements describe you?

  • I feel valued and appreciated by others
  • I am included in family tasks and decisions
  • I am given useful roles and responsibilities

The response options to these statements were, “Not at all or rarely,” “Somewhat or sometimes,” “Very or often,” and “Extremely or almost always.” These responses were assigned a numerical score of 1, 2, 3, and 4, respectively. Students with a total of 9 or more (an average of 3 or higher for the 3 questions) are considered by this scale to possess more, or a higher level of, empowerment.

A new method of analysis was introduced in 2019, to create consistency across agencies. Prior year data has been changed. For more information about the change, or for help in comparing your community's data, please email info@sumn.org.

* Note: The Search Institute's Empowerment Scale uses 6 indicators, rather than the 3 used by the MSS.
Items used and adapted with permission from Search Institute (2004). The Developmental Assets Profile. Minneapolis: Author. Copyright © 2004 by Search Institute (www.search-institute.org). All rights reserved.

 

Data Source: Minnesota Student Survey (MSS)

Description: The MSS is a confidential and anonymous self-administered survey given to students attending Minnesota public, charter and tribal schools. From 1995 to 2010, the survey was administered to students in 6th, 9th, and 12th grades. New in 2013, the survey was administered to students in 5th, 8th, 9th, and 11th grades. Trend data are now only available for 9th graders, and only for survey questions that did not change. Most schools elect to participate in the survey; in 2013, this included 84% of public schools in Minnesota.

Although the data are not presented here, the survey is also administered to area learning centers, juvenile correction facilities and private schools electing to participate.

Sponsored by: Minnesota Department of Education

Geographic Level: State, Region, and County

Aggregated data at the state and county level do not reveal disparities that may exist within a given geographic area.

Frequency: Data collected and reported every three years

Characteristics: The results of the MSS are also available at a county level. Data Privacy requirements mandate that data is presented in a manner such that no individual student can be identified through the presentation of the results. As part of the Data Privacy practices, the results are also presented in a manner that no individual school district could be identified through the results. Therefore, for counties that have only one school district, the results are not presented. Results are also withheld for counties in which the minimum number for student participation was not met.

The MSS is a “census” of schools, not a sample. The school districts get their own data. Fifth-graders were not asked all substance use questions. Some school districts do not participate, and student participation within the school district can vary widely. These data are self-reported.