School-Business Partnerships, Developmental Assets, and Positive Outcomes among Urban High School Students

Abstract

This article reports the connections among urban students’ school-business partnership experiences, developmental assets or strengths they report in their lives, and positive developmental outcomes. Surveys were completed by 429 9th-to 12th-grade Hispanic and African American students, mostly low income in an inner-city high school, and 76 students, parents, school staff, and business partners participated in observations, interviews, and focus groups. Urban youth with higher level developmental assets reported fewer risk behaviors and more thriving. Students with higher level exposure to school-business partnerships reported higher levels of developmental assets and positive developmental outcomes, including better grades, better school attendance, and more academic motivation. The most impactful partnership experiences emphasized the building of relationships between students and caring adults. These relationships engaged, affirmed, and activated students’ inner resources for school success. The results suggest that promoting students’ broad physical, cognitive, emotional, and social well-being can pay academic and other developmental dividends.

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