Search Institute

Built on a framework of the two most recognized positive youth development models—and validated by 12 years of demonstrated outcomes at St. Louis Park High School in Minnesota—Building Assets Reducing Risks is one of the best research-based ninth grade reform programs available. An independent evaluator confirms that Building Assets Reducing Risks increases academic achievement and reduces failure rates.

Nationally, failing grades among ninth graders is something of an epidemic. It's the year when many students first experience not only failing grades but also substance abuse, truancy, or disciplinary incidents—which can lead to devastating and lasting consequences. A key survey of high school dropouts reveals the top reasons for not finishing school as lack of connection to school, feeling bored and unmotivated, academic challenges, and real-world events.* Building Assets Reducing Risks creates a school climate where students feel connected, engaged, and ready to contribute. The weekly 30-minute I-Time curriculum provides powerful social-emotional learning opportunities for students, focusing on critical developmental strengths such as communication skills, peer relationships, and self-esteem.

Educators today understand the impact of school connectedness on student engagement and achievement. Research shows that adolescents who feel supported and cared for by important adults in their lives are likely to be more engaged in school and learning.** Building Assets Reducing Risks focuses on increasing and strengthening intentional teacher-student relationships by creating everyday opportunities for staff to demonstrate their attention and interest in young people as students and as individuals.

A student's math teacher, volleyball coach, homeroom teacher, and school counselor may see very different aspects of the individual student and may have different levels of connectedness with the student. Building Assets Reducing Risks heightens staff awareness of the individual student's needs and maximizes opportunities to effectively intervene. Interdisciplinary staff teams meet regularly to coordinate services for students identified in teacher block meetings, addressing risky behaviors, monitoring and encouraging progress, or accelerating academic performance.

While schools have access to all manner of student data, systems are not necessarily in place for identifying, sharing, and leveraging that data to benefit the individual student's development. Examples of the types of routine student data that may go unnoticed include:

• a student who is uncharacteristically tardy
• a student who fails her first English composition test
• a student who runs a remarkably fast mile in gym class
• a student who gives an exceptional speech in U.S. history class

When teacher block teams and interdisciplinary staff teams are able to share this type and level of individual student data in weekly meetings—utilizing the tracking methods provided through Building Assets Reducing Risks—they are able to intervene effectively with appropriate and coordinated services and resources to benefit the student.

High school is a time when students are changing rapidly. By identifying and intervening with students who exhibit risk behaviors such as truancy, academic failure, chemical use, or discipline issues, school staff are supporting the healthy development of the whole class. This model greatly reduces the likelihood that risk behaviors become the norm.