Ygnacio Valley S3 Secondary Report

C A L I F O R N I A
healthy kids
R V
weapons violence bullying peers tobacco drugs HIV/ AIDS suicide depression pregnancy gangs truancy weapons violence bullying alcohol tobacco drugs HIV/ AIDS suicide pregnancy gangs truancy weapons violence bullying alcohol tobacco drugs HIV/AIDS suicide pregnancy gangs truancy drugs exercise violence bullying alcohol tobacco nutrition drugs HIV/AIDS suicide depression gangs pregnancy alcohol truancy weapons violence bullying suicide tobacco RESILIENCE drugs HIV/AIDS suicide depression pregnancy gangs truancy weapons violence bullying alcohol tobacco drugs HIV/AIDS suicide depression pregnancy gangs
safety
RESILIENCE
Weapons violence tobacco drugs HIV
healthy kids
well-being
drug-free
Safe
Schools
PREVENTION
pregnancy gangs violence bullying drugs HIV/AIDS suicide depression pregnancy gangs truancy weapons exercise gangs violence bullying alcohol tobacco drugs HIV/AIDS suicide depression pregnancy gangs truancy weapons violence bullying alcohol AIDS tobacco truancy suicide depression pregnancy gangs drugs weapons violence bullying alcohol tobacco drugs HIV/AIDS suicide tobacco depression gangs pregnancy gangs truancy weapons violence bullying alcohol tobacco drugs HIV/AIDS suicide depression pregnancy gangs truancy weapons violence bullying alcohol tobacco drugs HIV/AIDS gangs nutrition suicide depression pregnancy drugs gangs truancy HIV weapons violence bullying alcohol tobacco suicide pregnancy depression suicide pregnancy alcohol
bullying alcohol suicide pregnancy depression drugs truancy weapons alcohol tobacco
healthy kids
weapons violence tobacco HIV/AIDS drugs exercise depression gangs truancy weapons bullying alcohol
bullying alcohol
Safe Schools
PREVENTION safety
well-being
drug-free
suicide gangs pregnancy gangs HIV violence tobacco alcohol depression AIDS RESILIENCE suicide depression pregnancy HIV gangs truancy weapons gangs violence bullying alcohol tobacco drugs HIV-AIDS suicide drugs depression gangs pregnancy gangs truancy weapons violence bullying alcohol tobacco HIV/AIDS tobacco truancy HIV/AIDS suicide depression alcohol pregnancy gangs truancy weapons violence bullying alcohol tobacco drugs HIV/AIDS suicide depression pregnancy gangs truancy weapons drugs bullying alcohol tobacco truancy HIV/AIDS suicide depression gangs pregnancy gangs truancy weapons violence bullying alcohol tobacco drugs HIV/AIDS suicide pregnancy truancy depression
nutrition
Safe Schools
alcohol tobacco drugs suicide HIV/ AIDS depression pregnancy gangs truancy weapons drugs exercise gangs violence HIV bullying alcohol tobacco drugs AIDS suicide depression drugs pregnancy gangs
PREVENTION safety
Weapons violence bullying drugs
Safe Schools
healthy kids
PREVENTION drug-free
truancy weapons violence bullying alcohol tobacco
well-being
drugs HIV/AIDS suicide depression gangs
well-being
safety
pregnancy gangs nutrition HIV bullying alcohol truancy suicide pregnancy gangs truancy
drug-free
healthy kids bullying alcohol

tobacco drugs HIV/AIDS suicide depression pregnancy
weapons violence
RESILIENCE
truancy weapons violence tobacco drugs depression
Ygnacio Valley High Secondary 2011-2012 Main Report
This report was prepared by WestEd, a research, development, and service agency, in collaboration with Duerr Evaluation Resources, under contract from the California Department of Education Coordinated School Health and Safety Office. For contract information, contact: Hilva Chan California Department of Education Coordinated School Health and Safety Office 1430 N Street Sacramento, CA 95814 hchan@cde.ca.gov Recommended citation: [District/COE/School Name]. California Healthy Kids Survey, 201112: Main Report. San Francisco: WestEd Health & Human Development Program for the California Department of Education.
PREFACE
This report provides the detailed results for each question from this school/districts 201112 California Healthy Kids Survey (CHKS), presented in tables organized by topic. In addition to this Main Report, the CHKS Key Findings provides a summary of selected results with graphic presentations and short discussions. To help in understanding and interpreting these results, the CHKS Guidebook to survey content discusses the significance of each question. Several other tools to help in data use are also available, as described below. 1 The CHKS, along with the California School Climate Survey (CSCS) for staff and the California School Parent Survey (CSPS), is a service of the California Department of Education (CDE). These three surveys form the California School Climate, Health, and Learning Survey (CalSCHLS) System, the largest, most comprehensive effort in the nation to assess students, staff, and parents at the local level on a regular basis to provide key data on learning barriers, engagement, and supports. For additional information and resources, visit the survey website: chks.wested.org. The results of this student survey should be compared to those obtained from school staff and parent surveys. It is important to determine whether staff and parent perceptions accurately reflect student behaviors and experiences. The CHKS Guidebook to survey content provides a crosswalk between student and staff survey questions to facilitate this comparison. Combined, the CHKS and CSCS provide a comprehensive assessment of the school climate and the needs of students and staff, to guide school improvement efforts.
SURVEY PURPOSE
The California Department of Education (CDE) funded the CHKS in 1997 to provide data that would assist schools in (1) preventing youth health-risk behaviors and other barriers to academic achievement; (2) promoting positive youth development, resilience, and well-being; and (3) fostering positive school climates and engagement in learning. A thorough understanding of the scope and nature of youth behaviors, attitudes, and learning conditions is essential to guide school improvement efforts and to develop effective prevention, health, and youth development programs. These surveys grew out of CDEs commitment to helping schools promote the successful cognitive, social, and emotional development of all students and create more positive, engaging school environments for both students and staff.
SURVEY CONTENT OVERVIEW

The CHKS consists of a required general Core Module and a series of optional, supplementary topic-focused modules that districts can elect to administer. Districts may also add their own questions of local interest in a custom module. Table A1.1 indicates the modules administered by the district. The Core Module consists of a broad range of key questions, identified by an expert advisory committee, that are considered most important for schools to administer to guide improvement of academic, health, and prevention programs and the promotion of student achievement, positive development, and well-being.2 The primary focus of the Core Module is assessing student perceptions and experiences related to school climate and engagement, learning
1 Guidebook for the California Healthy Kids Survey, Part II: Survey Content (chks.wested.org/training_support) 2 Guidebook for the California Healthy Kids Survey, Part I: Administration (chks.wested.org/training_support)
provides detailed information about the content of all of the survey modules. The modules themselves can be downloaded from chks.wested.org/administer/download.
supports, and health-related, non-academic learning barriers (e.g., substance use, bullying and violence, and poor physical and mental health). School-Related Content To support school improvement efforts, the majority of questions on the CHKS assess school performance, engagement, climate, performance, and experiences. The survey provides selfreported data on: grades, truancy, and school connectedness, as indicators of engagement; the levels of students experiences of caring adult relationships, high expectations, and opportunities for meaningful participation at school, three fundamental developmental supports (protective factors) that promote positive academic outcomes; perceived safety and perceived frequency of, and reasons for, harassment and bullying at school; and levels of substance use, violence, and crime-related behavior (e.g., weapons possession) at school.
Closing the Achievement Gap Several tables are particularly useful for helping districts identify and address student needs related to closing the states persistent racial/ethnic achievement gap, which former Superintendent OConnell declared CDEs top priority. On the CHKS, students are asked to indicate their racial/ethnic identity and to report whether they have experienced harassment because of their race/ethnicity. Summary tables also provide key findings (e.g., harassment, developmental supports, school connectedness) disaggregated by race/ethnic categories. A supplementary module is available that assesses student attitudes and experiences related to equity, diversity, cultural sensitivity, and respect. CDE urges schools that are experiencing achievement gaps among their students to administer the Closing the Achievement Gap module and request supplementary reports disaggregating all their CHKS results by the race/ethnicity of students.
SURVEY ADMINISTRATION AND SAMPLING

School staff administered the survey, following detailed instructions provided by CDE that were designed to assure the protection of all student and parental rights to privacy and to maintain confidentiality. Students were surveyed only with the consent of parents or guardians. Each student's participation was voluntary, anonymous, and confidential. Table A1.2 gives the target sample of students and the final number and percent of students who completed the survey (the participation response rate).
THE REPORT
The tables in this Main Report, organized by topic, provide the percentages responding to each question response option by grade level. Because it is just as important to identify the positive behaviors of youth as it is to identify the risks they face, the tables reporting risk-behavior data include the percentages of youth who responded negatively (did not engage in the behavior).
AIDS TO UNDERSTANDING AND USING THE DATA

Several guides, workshops, and other aids are available to help you understand and use survey results. These are described and made available on the survey website. Three are particularly important. To help in understanding and interpreting these results, Guidebook for the California Healthy Kids Survey, Part II: Survey Content (chks.wested.org/training_support) provides a detailed explanation of each question and its significance (why it was asked) and the potential implications of the results for programs. The Guidebook for the California Healthy Kids Survey, Part III: Data Use and Dissemination (chks.wested.org/training_support) a step-by-step process for reviewing, analyzing, and disseminating survey results as part of a data-driven decision-making process for program improvement. Free call-in data use workshops are offered as well. A Workbook on Improving School Climate and Closing the Achievement Gap provides a practical guide to using the data in the framework of improving academic achievement and well-being among all students and closing the achievement gap. It provides examples of how to use the data to improve practice and policy.3
ASSESSING THE DATA

Care must be taken to fully understand the survey; the context within which the data were collected; the factors that can impact the quality, validity, and generalizability of the results; the changes that occurred between administrations. The following are a few of the key issues that should be kept in mind. A more detailed discussion of these topics can be found in the CHKS Data Use and Dissemination Guidebook. Representativeness Among the most important factors affecting the quality of survey results is the level of student participation. The validity and representativeness of the results will be adversely affected if the student response rate is lower than 60%. One indication of the survey's representativeness is how accurately the sample reflects the gender and ethnic composition of the districts student enrollment. Even if the response rate is low, the results provide an indication of what those students who did respond felt about the school and their experiences and behavior. Changes Between Surveys Many factors besides real changes in behavior, attitudes, or experiences among students may account for changes in results from administration to administration. Changes may be due to differences over time in the characteristics or size of the sample of students who completed the survey, changes in the questions themselves, or differences between time periods in which the survey was administered (e.g., some risk behaviors tend to increase as students age, or may increase after holidays or social events).
3 The Guidebooks may be downloaded from chks.wested.org/training_support, and the Workbook from
chks.wested.org/about/ctag.
Comparison Data Tables 9.1 and 9.2 provide comparisons of selected results to state and national data. Comparing district results to local, regional, state, and national benchmarks provides a broader context with which to evaluate the local situation. They can help determine whether changes in results are locally unique or may be part of a larger trend, possibly affected by broad social forces. Ultimately, however, the most fundamental concern should be what the survey results say about the students and schools and what improvements need to be made.
NEXT STEPS
Receiving this report is just a beginning step in a data-driven decision-making process. The following actions can be taken to analyze and use the results and provide additional information to support school and program improvement efforts. Compare with Other Data Sources CHKS results will be enriched if analyzed in the context of data from the CSCS and other sources, particularly in the context of identifying consistent patterns. Other data typically collected in effectiveness studies of school climate include numbers and kinds of discipline referrals, school demographic information, school vandalism costs, and behavioral observations in classrooms. Discuss with Students and Staff Discuss the results with both students and staff to explore the meaning of the results in more depth and to obtain their input into how the school might better meet the needs identified. This is especially important because it communicates to students that you value their input into how to improve the school and gives them an opportunity for meaningful participation. As such, it helps improve their perceptions of the developmental supports and opportunities that the school offers and their school connectedness. Cal-SCHLS staff can provide information on conducting structured group Listening to Students fishbowls designed to explore with students, with staff observers, the meaning of survey results and obtain their input on how to address the needs identified by the survey.
ACKNOWLEDGMENTS
The CHKS was developed, and this report was prepared, by WestEd, in collaboration with Duerr Evaluation Resources, under contract from the California Department of Education Coordinated School Health and Safety Office. For more information, call the toll-free helpline at 888.841.7536, or visit the website at chks.wested.org. Gregory Austin, Ph.D. CHKS/CSCS Director, WestEd Tom Herman Administrator, Coordinated School Health and Safety Office California Department of Education
Section A
1. Introduction
Table A1.1 CHKS Survey Modules Administered Survey Module A. Core (Required) B. Resilience & Youth Development C. AOD Use & Safety D. Tobacco E. Physical Health F. Sexual Behavior G. Custom Questions H. District After School Module x Administered x
Table A1.2 Student Sample Characteristics Grade 9 Student Sample Size Target Sample Final Number Average Response Rate 320 295 92% 327 271 83% 306 270 88% 270 190 70% Grade 10 Grade 11 Grade 12
Ygnacio Valley High 2011-2012
Page 1 Main Report - Module A: Core
2. Sample Characteristics
Table A2.1 Age of Sample Grade 9 % 0 0 50 42 7 1 0 Grade 10 % 0 0 1 49 45 6 0 Grade 11 % 0 0 0 0 49 47 4 Grade 12 % 0 0 0 0 0 55 45
12 years or younger 13 years old 14 years old 15 years old 16 years old 17 years old 18 years or older
Question HS/MS A.3: How old are you?
Table A2.2 Gender of Sample Grade 9 % 54 46 Grade 10 % 47 53 Grade 11 % 42 58 Grade 12 % 46 54
Male Female
Question HS/MS A.4: What is your sex?
Table A2.3 Hispanic or Latino Grade 9 % 29 71 Grade 10 % 30 70 Grade 11 % 43 57 Grade 12 % 41 59
No Yes
Question HS/MS A.6: Are you of Hispanic or Latino Origin?
Table A2.4 Race Grade 9 % 2 12 3 5 17 63 Grade 10 % 4 12 6 5 23 51 Grade 11 % 2 12 5 7 23 50 Grade 12 % 3 14 8 2 28 45
American Indian or Alaska Native Asian Black or African American Native Hawaiian or Pacific Islander White Mixed (two or more) races
Question HS/MS A.7: What is your race?
Table A2.5 Living Situation Grade 9 % 68 25 3 3 0 0 0 0 0 0 0 1 Grade 10 % 72 21 2 4 0 0 0 0 0 0 0 0 Grade 11 % 66 30 2 1 0 0 0 0 0 0 0 1 Grade 12 % 65 27 3 2 1 1 0 0 0 0 0 1
A home with both parents A home with only one parent Other relative's home A home with more than one family Friend's home Foster home, group care, or waiting placement Hotel or motel Migrant housing Shelter On the street (no fixed housing), car campground Other transitional or temporary housing Other living arrangements
Question HS A.9: What best describes where you live? A home includes a house, apartment, trailer, or mobile home.
Table A2.6 Grades, Past 12 Months Grade 9 % 10 19 7 27 8 17 7 5 Grade 10 % 7 16 7 28 12 19 4 6 Grade 11 % 13 23 7 28 6 16 4 3 Grade 12 % 13 28 11 31 8 7 1 0
Mostly A's A's and B's Mostly B's B's and C's Mostly C's C's and D's Mostly D's Mostly F's
Question HS A.125/MS A.107: During the past 12 months, how would you describe the grades you mostly received in school?
Table A2.7 Truancy, Past 12 Months Grade 9 % 66 19 12 0 1 3 Grade 10 % 54 24 17 1 2 3 Grade 11 % 51 21 21 0 3 4 Grade 12 % 39 18 29 5 9 2
0 times 1-2 times A few times Once a month Once a week More than once a week
Question HS A.126/MS A.108: During the past 12 months, about how many times did you skip school or cut classes?
Table A2.8 Days Home Alone During Normal School Week
Never 1 day 2 days 3 days 4 days 5 days

Question MS A.102: In a normal school week, how many days are you home after school for at least one hour without an adult there?
Table A2.9 Migrant Education Grade 9 % 2 62 35 Grade 10 % 2 66 32 Grade 11 % 2 80 18 Grade 12 % 2 88 10
Yes No Don't know
Question HS A10/MS A9: In the past three years, were you part of the Migrant Education program or did your family move to find work in agriculture?
3. Resilience Indicators and School Connectedness

Table A3.1 Summary Table Percent of students scoring High, Moderate, and Low (%) School Environment Total Caring Adult Relationships High Expectations Opportunities for Meaningful Participation Community Environment Total Caring Adult Relationships High Expectations Opportunities for Meaningful Participation School Connectedness Scale Grade 9 H M L 24 25 43 12 62 62 49 54 15 13 7 33 Grade 10 H M L 34 36 51 17 59 55 44 51 6 9 5 32 Grade 11 H M L 40 40 55 16 52 54 42 55 8 6 3 29 Grade 12 H M L 49 51 62 21 44 42 36 50 7 7 3 29
64 67 64 39 45
27 25 31 37 49
10 8 5 24 6
60 64 69 38 51
34 32 28 37 42
7 4 4 24 7
67 69 71 50 47
30 26 26 35 43
3 6 3 15 10
71 69 69 48 59
24 25 25 38 33
5 6 5 14 8
Table A3.2 Summary Table - Hispanic or Latino Cells are empty if there are less than 25 respondents Percent of students scoring High, Moderate, and Low (%) School Environment Total Caring Adult Relationships High Expectations Opportunities for Meaningful Participation Community Environment Total Caring Adult Relationships High Expectations Opportunities for Meaningful Participation School Connectedness Scale Grade 9 H M L 20 22 41 10 63 62 51 55 17 16 9 36 Grade 10 H M L 29 32 47 15 64 58 47 50 7 11 5 35 Grade 11 H M L 38 39 58 14 54 54 38 53 8 7 4 33 Grade 12 H M L 45 45 63 16 46 45 35 54 9 9 2 30
59 63 61 36 48
29 27 33 36 48
11 10 6 28 4
57 63 67 35 49
35 32 28 37 45
9 5 5 29 6
67 71 74 49 46
29 25 24 33 45
3 4 2 19 9
66 68 68 43 60
28 26 27 39 32
5 5 5 18 8
Table A3.3 Summary Table - American Indian or Alaska Native Cells are empty if there are less than 25 respondents Percent of students scoring High, Moderate, and Low (%) School Environment Total Caring Adult Relationships High Expectations Opportunities for Meaningful Participation Community Environment Total Caring Adult Relationships High Expectations Opportunities for Meaningful Participation School Connectedness Scale H Grade 9 M L Grade 10 H M L Grade 11 H M L Grade 12 H M L
Table A3.4 Summary Table - Asian Cells are empty if there are less than 25 respondents Percent of students scoring High, Moderate, and Low (%) School Environment Total Caring Adult Relationships High Expectations Opportunities for Meaningful Participation Community Environment Total Caring Adult Relationships High Expectations Opportunities for Meaningful Participation School Connectedness Scale Grade 9 H M L Grade 10 H M L Grade 11 H M L Grade 12 H M L
Table A3.5 Summary Table - Black or African American Cells are empty if there are less than 25 respondents Percent of students scoring High, Moderate, and Low (%) School Environment Total Caring Adult Relationships High Expectations Opportunities for Meaningful Participation Community Environment Total Caring Adult Relationships High Expectations Opportunities for Meaningful Participation School Connectedness Scale H Grade 9 M L Grade 10 H M L Grade 11 H M L Grade 12 H M L
Table A3.6 Summary Table - Native Hawaiian or Pacific Islander Cells are empty if there are less than 25 respondents Percent of students scoring High, Moderate, and Low (%) School Environment Total Caring Adult Relationships High Expectations Opportunities for Meaningful Participation Community Environment Total Caring Adult Relationships High Expectations Opportunities for Meaningful Participation School Connectedness Scale Grade 9 H M L Grade 10 H M L Grade 11 H M L Grade 12 H M L
Table A3.7 Summary Table - White Cells are empty if there are less than 25 respondents Percent of students scoring High, Moderate, and Low (%) School Environment Total Caring Adult Relationships High Expectations Opportunities for Meaningful Participation Community Environment Total Caring Adult Relationships High Expectations Opportunities for Meaningful Participation School Connectedness Scale H Grade 9 M L 55 67 42 48 6 9 3 21 Grade 10 H M L 46 48 55 21 46 45 40 49 8 8 5 31 Grade 11 H M L 51 49 55 21 43 47 45 51 6 4 0 28 Grade 12 H M L 46 60 53 31 49 38 43 38 5 3 5 31
39 24 55 30
82 79 85 64 55
15 21 15 27 33
3 0 0 9 12
68 73 73 63 50
33 28 28 25 40
0 0 0 13 10
70 70 72 57 55
26 21 23 28 34
4 9 4 15 11
80 78 70 65 55
18 18 25 28 38
3 5 5 8 8
Table A3.8 Summary Table - Mixed (two or more) races Cells are empty if there are less than 25 respondents Percent of students scoring High, Moderate, and Low (%) School Environment Total Caring Adult Relationships High Expectations Opportunities for Meaningful Participation Community Environment Total Caring Adult Relationships High Expectations Opportunities for Meaningful Participation School Connectedness Scale Grade 9 H M L 18 21 37 12 65 63 54 59 18 16 9 29 Grade 10 H M L 31 33 48 16 64 54 49 57 4 12 3 27 Grade 11 H M L 38 40 53 19 52 52 41 52 10 8 6 30 Grade 12 H M L 49 46 62 24 43 46 37 44 8 8 2 32
65 65 63 36 40
24 26 32 39 56
11 10 6 25 5
58 63 70 35 49
38 34 27 43 47
3 3 3 22 4
71 72 73 57 43
26 22 25 30 45
3 6 2 13 13
65 68 68 43 56
27 25 25 38 35
8 6 6 19 10
Table A3.9.1 Summary Table - 9th grade by race/ethnicity Cells are empty if there are less than 25 respondents Grade 9 Percent of students scoring High (%) School Environment Total Caring Adult Relationships High Expectations Opportunities for Meaningful Participation Community Environment Total Caring Adult Relationships High Expectations Opportunities for Meaningful Participation School Connectedness Scale H / L 20 22 41 10
A I / A N N H / P I
A A
39 24 55 30
18 21 37 12
59 63 61 36 48
82 79 85 64 55
65 65 63 36 40
NH/PI:
H/L: Hispanic or Latino; AI/AN: American Indian or Alaska Native; A: Asian; AA: Black or African American; Native Hawaiian or Pacific Islander; W: White; M: Mixed (two or more) races
A I / A N N H / P I
A A
46 48 55 21
31 33 48 16
57 63 67 35 49
68 73 73 63 50
58 63 70 35 49
NH/PI:
A I / A N N H / P I
A A
51 49 55 21
38 40 53 19
67 71 74 49 46
70 70 72 57 55
71 72 73 57 43
NH/PI:
A I / A N N H / P I
A A
46 60 53 31
49 46 62 24
66 68 68 43 60
80 78 70 65 55
65 68 68 43 56
NH/PI:
Table A3.10 School Connectedness Scale Questions Grade 9 % I feel close to people in this school. Strongly Disagree Disagree Neither Agree Nor Disagree Agree Strongly Agree I am happy to be at this school. Strongly Disagree Disagree Neither Agree Nor Disagree Agree Strongly Agree I feel like I am part of this school. Strongly Disagree Disagree Neither Agree Nor Disagree Agree Strongly Agree Teachers at this school treat students fairly. Strongly Disagree Disagree Neither Agree Nor Disagree Agree Strongly Agree I feel safe in my school. Strongly Disagree Disagree Neither Agree Nor Disagree Agree Strongly Agree 4 7 32 46 11 3 6 29 54 9 4 7 24 50 15 3 3 22 51 21 10 14 32 38 6 6 11 33 41 10 6 11 28 43 12 5 7 29 42 18 7 5 29 46 13 4 8 28 48 12 5 8 30 44 14 3 8 24 44 21 4 5 23 52 17 4 6 23 49 17 5 9 29 41 16 4 9 23 41 24 2 6 24 54 14 2 6 26 50 15 4 9 24 47 17 2 6 24 47 22 Grade 10 % Grade 11 % Grade 12 %
Questions HS A11-15/MS A10-14: I feel close to people at this school... I am happy to be at this school... I feel like I am a part of this school... The teachers at this school treat students fairly... I feel safe in my school.
Table A3.11 School Protective Factors (Developmental Supports) At my school, there is a teacher or some other Grade 9 adult % Caring Relationships who really cares about me. Not At All True A Little True Pretty Much True Very Much True who notices when I am not there. Not At All True A Little True Pretty Much True Very Much True who listens when I have something to say. Not At All True A Little True Pretty Much True Very Much True High Expectations who tells me when I do a good job. Not At All True A Little True Pretty Much True Very Much True who always wants me to do my best. Not At All True A Little True Pretty Much True Very Much True who believes that I will be a success. Not At All True A Little True Pretty Much True Very Much True 8 23 44 25 4 15 34 46 9 23 34 33 10 36 36 17 15 30 36 19 10 27 40 23
Grade 10 %
Grade 11 %
Grade 12 %
9 21 44 27 6 23 45 25 6 17 48 28
6 29 35 29 6 26 36 32 5 22 41 32
4 17 33 46 5 22 32 41 4 15 36 45
2 17 48 33 3 9 42 47 6 14 42 39
3 19 41 38 2 8 36 53 4 16 36 45
1 14 37 47 1 11 31 58 3 13 31 54
Questions HS A16-21/MS A15-20: At my school, there is a teacher or some other adult whoreally cares about me... tells me when I do a good job... notices when I am not there... always wants me to do my best... listens to me when I have something to say... believes that I will be a success.
Table A3.11 - Continued School Protective Factors (Developmental Supports) Grade 9 % Opportunites for Meaningful Participation I do interesting activities at school. Not At All True A Little True Pretty Much True Very Much True I help decide things like class rules or activities. Not At All True A Little True Pretty Much True Very Much True I do things that make a difference at school. Not At All True A Little True Pretty Much True Very Much True 47 28 18 7 28 40 24 8 15 29 31 25
Grade 10 %
Grade 11 %
Grade 12 %
15 30 28 27
13 30 31 26
13 25 35 27
42 31 19 8 25 35 25 15
41 33 18 8 20 39 26 15
36 28 21 15 22 29 30 19
Questions HS A22-24/MS A21-23: At schoolI do interesting activities.. I help decide things like class activities or rules I do things that make a difference.
Table A3.12 Community Protective Factors (Developmental Supports) Outside of my home and school, there is a Grade 9 teacher or some other adult % Caring Relationships who really cares about me. Not At All True A Little True Pretty Much True Very Much True who notices when I am upset about something. Not At All True A Little True Pretty Much True Very Much True whom I trust. Not At All True A Little True Pretty Much True Very Much True High Expectations who tells me when I do a good job. Not At All True A Little True Pretty Much True Very Much True who believes that I will be a success. Not At All True A Little True Pretty Much True Very Much True who always wants me to do my best. Not At All True A Little True Pretty Much True Very Much True 7 16 26 52 6 15 19 60 4 11 20 65 3 12 16 69 9 20 22 49 9 14 17 60
Grade 10 %
Grade 11 %
Grade 12 %
1 10 22 67 8 14 26 52 8 14 23 55
3 6 18 73 7 15 22 57 7 11 21 61
5 4 21 71 7 15 23 54 5 10 21 64
6 13 30 51 4 13 27 57 2 8 19 71
4 14 28 53 2 10 25 62 1 7 19 73
6 9 29 55 5 10 21 64 3 5 20 71
Questions HS A25-30/MS 24-29: Outside of my home and school, there is an adult whoreally cares about me, tells me when I do a good job... notices when I am upset about somethingbelieves that I will be a successalways wants me to do my bestwhom I trust.
Table A3.12 - Continued Community Protective Factors (Developmental Supports) Grade 9 % Opportunities for Meaningful Participation I am part of clubs, sports teams, church/temple or other group activities. Not At All True A Little True Pretty Much True Very Much True I am involved in music, art, literature, sports or a hobby. Not At All True A Little True Pretty Much True Very Much True I help other people. Not At All True A Little True Pretty Much True Very Much True 12 29 32 26
Grade 10 %
Grade 11 %
Grade 12 %
29 16 14 41
33 15 15 37
24 13 16 47
26 12 19 42
27 13 18 42
24 14 18 44 14 26 32 28
19 15 15 52 6 18 36 40
16 13 19 51 10 14 37 40
Questions HS A31-33/MS 30-32: Outside of my home and schoolI am part of clubs, sports teams, church/temple or other group activitiesI am involved in music, art, literature, sports, or a hobbyI help other people.
4. Alcohol and Other Drug Use

Table A4.1 AOD Use, Lifetime Grade 9 % Alcohol (one full drink) 0 times 1 time 2 to 3 times 4 or more times Marijuana 0 times 1 time 2 to 3 times 4 or more times Inhalants (to get high) 0 times 1 time 2 to 3 times 4 or more times Cocaine 0 times 1 time 2 to 3 times 4 or more times Methamphetamine or any amphetamine 0 times 1 time 2 to 3 times 4 or more times 98 0 1 0 93 4 1 3 98 1 0 1 97 1 1 1 95 2 1 1 91 2 4 3 96 2 0 2 92 2 3 4 93 2 3 2 90 4 3 3 92 3 1 3 90 3 2 5 68 5 7 19 51 7 10 33 53 6 7 34 43 9 8 41 53 11 10 26 35 13 16 37 37 11 13 40 31 5 12 53 Grade 10 % Grade 11 % Grade 12 %
Qestion HS A.37-41/MS A.37-39: During your life, how many times have you used or triedalochol (one full glass) marijuana...inhalants...cocainemethamphetamine or any amphetamine? na=not asked of middle school students
Table A4.1 - Continued AOD Use, Lifetime Grade 9 % LSD or other psychedelics 0 times 1 time 2 to 3 times 4 or more times Ecstasy 0 times 1 time 2 to 3 times 4 or more times Heroin 0 times 1 time 2 to 3 times 4 or more times Other illegal drug or pill 0 times 1 time 2 to 3 times 4 or more times Any of the above AOD Use Prescription pain killers 0 times 1 time 2 to 3 times 4 or more times 91 2 3 4 86 3 6 4 80 7 6 7 83 3 8 7 91 3 2 4 51 84 3 5 8 69 83 6 5 7 66 86 4 5 5 73 98 1 0 1 94 1 3 2 97 0 1 2 95 2 1 3 95 2 1 1 89 1 4 6 85 4 3 8 81 6 5 7 98 1 1 0 97 1 1 0 94 2 2 2 96 2 2 0 Grade 10 % Grade 11 % Grade 12 %
Question HS A.43-47//MS A.41: During your life, how many times have you used or tried LSD or other psychedelicsecstasy heroinother illegial drug or pillpresctiption pain killers. na=not asked of middle school students
Table A4.1 - Continued AOD Use, Lifetime Grade 9 % Barbiturates 0 times 1 time 2 to 3 times 4 or more times Tranquilizers or sedatives 0 times 1 time 2 to 3 times 4 or more times Cold/cough medicines 0 times 1 time 2 to 3 times 4 or more times Diet pills 0 times 1 time 2 to 3 times 4 or more times Ritalin or Adderall 0 times 1 time 2 to 3 times 4 or more times 98 1 0 1 98 2 0 0 95 0 3 2 97 1 1 1 95 2 2 1 96 1 1 2 96 1 1 2 97 2 1 0 75 5 7 13 79 5 4 12 72 5 9 15 78 4 7 11 98 1 1 0 97 2 2 0 97 1 2 1 97 2 1 1 100 0 0 0 100 0 0 0 99 0 0 0 99 1 0 0 Grade 10 % Grade 11 % Grade 12 %
Question HS A.48-52: During your life, how many times have you used or triedbarbituratestranquilzers or sedatives cold/cough medicinesdiet pillsRitalin or Adderall? na=not asked of middle school students
Table A4.2 Age of Onset Grade 9 % Alcohol (one full drink) Never 10 or under 11 -12 years old 13-14 years old 15-16 years old 17 years or older Marijuana Never 10 or under 11 -12 years old 13-14 years old 15-16 years old 17 years or older Other illegal drug Never 10 or under 11 -12 years old 13-14 years old 15-16 years old 17 years or older 89 0 3 6 2 0 78 0 4 12 5 0 75 1 1 9 13 2 77 0 1 6 14 2 71 1 7 18 2 1 52 4 8 26 10 0 55 1 4 22 17 2 47 1 5 13 24 11 50 9 12 26 2 0 33 12 13 28 14 0 35 9 7 26 20 3 27 7 12 24 17 13 Grade 10 % Grade 11 % Grade 12 %
Question HS A.56,59-60/MS A.45,48-49: About how old were you the first time you. Had... a full drink of alcohol.used marijuana...used any other illegal drug?
Table A4.3 Current AOD Use, Past 30 Days Grade 9 % 23 13 15 2 1 1 1 3 16 8 29 6 Grade 10 % 33 19 26 2 2 1 2 8 27 17 38 14 Grade 11 % 29 14 20 3 2 0 2 6 23 11 37 10 Grade 12 % 41 29 25 3 2 0 1 3 26 15 45 18
Alcohol (at least one drink) Binge drinking (5 or more drinks in a row) Marijuana Inhalants Cocaine Methamphetamine or any amphetamine Ecstasy, LSD or other psychedelics Other illegal drug or pill Any drug use Heavy drug user Any of the above AOD Use Two or more of the above at the same time
Question HS A.63-71/MS A.52-56: During the past 30 days, on how many days did you usealcoholbinge drinkmarijuana inhalantscocainemethaphetamine or any amphetamine..esctasy, LSD, or other psychedelicsother illegeal drug or pill? na=not asked of middle school students
Table A4.4 Frequency of Current Alcohol and Marijuana Use, Past 30 days Grade 9 Grade 10 % % Alcohol None 1 or 2 days 3 to 9 days 10 to 19 days 20 or more days (daily) Marijuana None 1 or 2 days 3 to 9 days 10 to 19 days 20 or more days (daily)
Grade 11 % 71 16 9 2 2 80 7 5 4 5
Grade 12 % 59 22 14 4 1 75 11 4 5 5
77 13 6 2 2 85 6 2 3 4
67 17 10 3 2 74 9 8 4 4
Question HS A.63, 65/MS A.52,54: During the past 30 days, on how many days did you usealocholmarijuana?
Table A4.5 Ever Very Drunk or Sick from Drinking Alcohol Grade 9 % 76 12 6 6 Grade 10 % 60 20 13 7 Grade 11 % 60 21 10 9 Grade 12 % 49 22 15 13
0 times 1 to 2 times 3 to 6 times 7 or more times
Question HS A.53/MS A.42:During your life, how many times have you been very drunk or sick after drinking alcohol?
Table A4.6 Ever "High" from Using Drugs Grade 9 % 74 7 9 10 Grade 10 % 57 11 12 21 Grade 11 % 58 10 9 22 Grade 12 % 53 12 10 25
Question HS A.54/MS A43: During your life, how many times have you been high (loaded, stoned, or wasted) from using drugs?
Table A4.7 Current Binge (Episodic Heavy) Drinking, Past 30 Days Grade 9 % 0 days 87 1 to 2 days 3 or more days 8 5 Grade 10 % 81 10 9 Grade 11 % 86 9 6 Grade 12 % 71 13 16
Question HS A.64/MS A.53: During the past 30 days, on how many days did you use five or more drinks of alcohol in a row, that is, within a couple of hours?
Table A4.8 Desired Level of Alcohol Consumption, Drinking Style or Preference Grade 9 Grade 10 % % Don't drink alcohol 54 38 Just a sip or two Enough to feel it a little Enough to feel it a lot Until really drunk
Question HS A.76/MS A.63: How do you like to drink alcohol?
Grade 11 % 44 14 13 19 11
Grade 12 % 29 15 17 29 10
16 14 8 7
17 14 23 8
Table A4.9 Usual Level of Highness When Using Drugs Grade 9 % 71 3 9 9 8 Grade 10 % 57 3 10 17 13 Grade 11 % 61 4 10 14 12 Grade 12 % 52 4 15 18 11
Don't use drugs Not high at all A little high Moderately high Very high
Question HS A77: If you use marijuana or other drugs, how high (stoned, faded, wasted, trashed) do you usually get?
Table A4.10 Ever Driven after Drinking (Respondent or by Friend) Grade 9 % Never 77 Any 1 time 2 times 3 to 6 times 7 or more times 23 7 6 3 8
Grade 10 % 70 30 9 4 8 7
Grade 11 % 70 30 12 6 7 6
Grade 12 % 62 38 14 9 10 6
Question HS A.89: In your life, how many times have you driven a car when you had been drinking alcohol, or been in a car driven by a friend when he or she had been drinking?
Table A4.11 Ever Been a Passenger in a Car Driven by Someone Who Had Been Drinking
Never Any 1 time 2 times 3 to 6 times 7 or more times

Question MS A.81: In your life, how many times have you ridden in a car driven by someone who had been drinking alcohol?
Table A4.12 Any Current Alcohol and Marijuana Use on School Property, Past 30 Days Grade 9 Grade 10 Grade 11 % % % Alcohol 0 days 1 to 2 days 3 or more days Marijuana 0 days 1 to 2 days 3 or more days Any illegal drug or pill 0 days 1 to 2 days 3 or more days Any of the above 98 1 1 7 94 3 2 19 96 3 1 10 97 2 1 10 95 2 3 88 4 8 95 1 4 94 2 4 96 2 2 90 6 4 93 5 2 Grade 12 % 93 5 3
Question HS A.73-75/MS A.58-60: During the past 30 days, on how many days on school property did you have at least one drink of alcohol? smoke marijuanaany illegal drug or pill?
Table A4.13 Ever Drunk or High on School Property Grade 9 % 81 8 8 3 Grade 10 % 68 8 13 11 Grade 11 % 70 12 10 8 Grade 12 % 72 12 8 9
Question HS A.55/MS A.44: During your life, how many times have you been drunk on alcohol or high on drugs on school property?
Table A4.14 Perceived Harm of Frequent Alcohol Use Grade 9 % Alcohol - Drink Occasionally Great Moderate Slight None Alcohol - 5 or more drinks once or twice a week Great Moderate Slight None 39 31 13 18 44 28 15 13 50 29 11 10 48 29 15 7 27 30 24 19 27 30 30 13 27 29 30 14 28 32 29 11 Grade 10 % Grade 11 % Grade 12 %
Question HS A.80-81/MS A.66-67: How much do people risk harming themselves physically and in other ways when theydrink alcohol occasionallyhave 5 or more drinks of alcohol once or twice a week?
Table A4.15 Perceived Harm of Frequent Marijuana Use Grade 9 % Marijuana - Smoke Occasionally Great Moderate Slight None Marijuana - Smoke once or twice a week Great Moderate Slight None 35 19 22 24 34 25 21 21 34 25 18 22 33 23 26 18 31 25 20 24 29 25 23 23 27 25 25 23 30 20 28 21 Grade 10 % Grade 11 % Grade 12 %
Question HS A.82-83/MS A.68-69: How much do people risk harming themselves physically and in other ways when theysmoke marijuana occasionallysmoke marijuana once or twice a week?
Table A4.16 Personal Disapproval of Using Alcohol Grade 9 % Alcohol - One or two drinks nearly every day Neither approve or disapprove Somewhat disapprove Strongly disapprove Marijuana or Hashish - Once or twice Neither approve or disapprove Somewhat disapprove Strongly disapprove Marijuana - Once a month or more Neither approve or disapprove Somewhat disapprove Strongly disapprove 39 23 38 44 23 32 45 25 30 52 23 25 38 23 38 42 27 31 44 26 30 47 26 27 29 22 48 25 27 48 23 27 50 23 22 55 Grade 10 % Grade 11 % Grade 12 %
Question HS A.92-94/MS A.76-78: How do you feel about someone your agedriink alcohol one or two drinks every day smoke marijuana or hasish, once or twicesmoke marijuana, once amonth or more?
Table A4.17 Student Perception of Percent of Marijuana Use Among Peers Grade 9 Grade 10 % % None of them 10 5 10 percent 20 percent 30 percent 40 percent 50 percent 60 percent 70 percent 80 percent 90 percent All of them 7 11 12 11 10 6 6 12 9 7 6 7 9 10 11 8 8 12 16 8
Grade 11 % 7 8 6 8 17 5 6 7 12 16 9
Grade 12 % 3 5 2 7 10 5 7 10 21 20 10
Question HS A.88/MS A.74: Think about a group of 100 students in your grade. About how many studentsever tried marijuana?
Table A4.18 Occurrence of Problems while Using Alcohol/Drugs Grade 9 % 64 6 2 2 3 6 4 5 3 2 8 4 10 23 Grade 10 % 46 12 8 6 7 12 5 7 5 5 19 10 21 26 Grade 11 % 44 12 8 5 10 11 6 8 3 6 18 7 18 31 Grade 12 % 40 11 7 7 10 5 4 8 4 12 22 4 22 29
Does not apply, never used alcohol/drugs Problems with emotions, nerves, mental health Trouble or problems with the police Money problems Miss school Problems with school work Fight with other kids Damage a friendship Physically hurt or injure yourself Unwanted or unprotected sex Forget what happened or pass out Other problems More than one problem Never had problems when I've used alcohol/drugs
Question HS A.90: Has using alcohol, marijuana, or other drugs ever caused you to have any of the following problems? (Mark all that apply.) Please note: Because all that apply are marked, total percentages may exceed 100%.
Table A4.19 Occurrence of Experiences Related to Dependency while Using Alcohol/Drugs Grade 9 Grade 10 Grade 11 % % % Does not apply, have not used alcohol or drugs Had to increase use to get same effect as before Spent a lot of time getting, using, or being "hung over" from using Used alcohol or drugs a lot more than intended Used alcohol or drugs when alone Alcohol/drug use often kept you from going to school, working, recreational activities or hobbies Often didn't feel OK unless had something to drink or used a drug Thought about reducing or stopping Told yourself not going to use, but used anyway Spoke with someone about reducing or stopping use Attended counseling, program, or group to reduce/stop use More than one experience Use alcohol or drugs, but have not experienced any of these things 66 5 3 5 10 4 4 9 9 5 1 13 15 51 15 9 13 16 9 8 15 16 6 2 23 20 49 12 5 9 17 8 5 16 13 9 1 23 22
Grade 12 % 39 16 7 9 12 7 7 15 10 10 2 22 34
Question HS A.97: If you use alcohol, marijuana, or another drug, have you had any of the following experiences? Mark all that apply. Please note: Because all that apply are marked, total percentages may exceed 100%.
Table A4.20 Perceived Difficulty of Obtaining Alcohol and Marijuana Grade 9 % Alcohol Very difficult Fairly difficult Fairly easy Very easy Don't know Marijuana Very difficult Fairly difficult Fairly easy Very easy Don't know 6 10 23 35 27 7 4 16 47 26 Grade 10 % 5 8 29 40 19 4 4 15 59 18 Grade 11 % 6 3 24 48 19 3 2 14 63 18 Grade 12 % 1 7 29 53 10 3 3 19 64 12
Question HS A.85-86/MS A.71-72: How difficult is it for students in your grade to get alcohol or marijana if they really want them?
Table A4.21 Offered Illegal Drugs on School Property, Past 12 Months Grade 9 % 0 times 59 1 time 2 to 3 times 4 or more times 14 15 13 Grade 10 % 59 10 14 17 Grade 11 % 53 14 14 18 Grade 12 % 56 12 16 15
Question HS A.107/MS A.89: During the past 12 months, how many times on school property have you been offered, sold or given an illegal drug?
Table A4.22 Talked to Parents or Guardian about Dangers of Tobacco, Alcohol, or Drug use Grade 9 Grade 10 Grade 11 % % % No 58 55 55 Yes 42 45 45 Grade 12 % 52 48
Question HS A 98/MS A.61: During the past 12 months...Have you talked with at least one of your parents (or guardian) about the dangers of tobacco, alcohol, or drug use?
Table A4.23 Heard, Read or Watched any Messages about Not Using Alcohol, Tobacco or Drugs Grade 9 Grade 10 Grade 11 % % % No 80 79 82 Yes 20 21 18 Grade 12 % 81 19
Question HS A 99/MS A.62: During the past 12 months...Have you heard, read or watched any messages about not using alcohol, tobacco, or drugs?
Table A4.24 Used Alcohol, Past 30 days

Cells are empty if there are less than 25 respondents.
Hispanic or Latino American Indian or Alaska Native Asian Black or African American Native Hawaiian or Pacific Islander White Mixed (two or more) races
Grade 9 % 26 101 101 101 101 12 28
Grade 10 % 37 101 101 101 101 28 30
Grade 11 % 30 101 101 101 101 38 24
Grade 12 % 42 101 101 101 101 51 46
Question HS A.63/MS A.52: During the past 30 days, on how many days did you use alcohol?
Table A4.25 Used Marijuana, Past 30 days

Grade 9 % 17 101 101 101 101 9 16
Grade 10 % 28 101 101 101 101 18 32
Grade 11 % 17 101 101 101 101 32 17
Grade 12 % 21 101 101 101 101 38 19
Question HS A.65/MS A.54: During the past 30 days, on how many days did you smoke marijuana?
5. Tobacco Use
Table A5.1 Ever Used Cigarettes or Smokeless Tobacco, Lifetime Grade 9 % A cigarette, even one or two puffs 0 times 1 time 2 to 3 times 4 or more times A whole cigarette 0 times 1 time 2 to 3 times 4 or more times Smokeless tobacco 0 times 1 time 2 to 3 times 4 or more times 97 1 1 1 97 1 1 1 97 2 0 0 93 2 3 3 83 7 4 6 77 8 7 8 74 12 4 10 67 7 7 19 na na na na Grade 10 % na na na na Grade 11 % na na na na Grade 12 % na na na na
Question HS A.35-36/MS A.34-36: During your life, how many times have you used or tried a cigarette, even a puff of two a whole cigareteesmokeless tobacco?
Table A5.2 Age of Onset Grade 9 % Smoked part or all of a cigarette Never 10 or under 11-12 years old 13-14 years old 15-16 years old 17 years or older Smokeless tobacco Never 10 or under 11-12 years old 13-14 years old 15-16 years old 17 years or older 94 0 2 3 0 0 93 3 1 2 1 0 96 0 0 1 3 0 87 1 3 3 4 2 81 4 3 11 0 0 72 7 5 11 5 0 73 3 3 11 9 0 65 4 5 11 11 4 Grade 10 % Grade 11 % Grade 12 %
Question HS A.57-58/MS A.46-47: About how old were you the first time you .smoked part or all of a cigarette.used smokeless tobacco or other tobacco products?
Table A5.3 Any and Daily Use of Cigarettes and Smokeless Tobacco, Past 30 Days Grade 9 Grade 10 % % Cigarettes Any Daily Smokeless tobacco Any Daily 2 0 1 0 2 0 1 0 5 1 4 1 Grade 11 % 5 1 Grade 12 % 11 2
Question HS A.61-62/MS A.50-51: During the past 30 days, on how many days did you usecigarettessmokeless tobacco?
Table A5.4 Current Smoking on School Property, Past 30 Days Grade 9 % 98 2 1 1 0 0 Grade 10 % 97 3 1 0 0 1 Grade 11 % 98 2 1 0 0 1 Grade 12 % 98 2 1 1 0 0
None Any 1 or 2 days 3 to 9 days 10 to 19 days 20 to 30 days
Question HS A.72/MS A.57: During the past 30 days, on how many days on school property did you smoke cigarettes?
Table A5.5 Personal Disapproval of Using Cigarettes Grade 9 % 20 17 63 Grade 10 % 19 17 63 Grade 11 % 17 15 67 Grade 12 % 24 17 59
Neither approve nor disapprove Somewhat disapprove Strongly disapprove
Question HS A.91/MS A.75: How do you feel about someone your age smoking one or more packs of cigarettes a day?
Table A5.6 Peer Disapproval of Using Cigarettes Grade 9 % 16 17 67 Grade 10 % 14 17 69 Grade 11 % 13 18 69 Grade 12 % 17 18 65
Neither approve or disapprove Somewhat disapprove Strongly disapprove
Question HS A.96/MS A.80: How do you think your close friends would feel about your smoking one or more packs of cigarettes a day?
Table A5.7 Perceived Harm of Frequent Cigarette Smoking Grade 9 % Smoking occasionally Great Moderate Slight None Smoking 1-2 packs of cigarettes a day Great Moderate Slight None 59 13 5 22 70 10 6 14 69 12 5 14 77 9 4 10 32 30 16 22 38 28 18 16 38 27 18 17 43 31 16 10 Grade 10 % Grade 11 % Grade 12 %
Question HS A78-79/MS A.64-65: How much do people risk harming themselves physically and in other ways whensmoking cigarettes occasionally..smoke 1-2 packs of cigarettes a day?
Table A5.8 Perceived Difficulty of Obtaining Cigarettes Grade 9 % 7 9 23 26 35 Grade 10 % 4 10 23 37 26 Grade 11 % 4 3 25 41 25 Grade 12 % 2 4 24 56 14
Very difficult Fairly difficult Fairly easy Very easy Don't know
Question HS A.84/MS A.70: How difficult is it for students in your grade to get cigarettes if they really want them?
Table A5.9 Estimated Prevalence of Peer Cigarette Smoking at Least Once a Month Grade 9 Grade 10 % % None of them 20 13 10 percent 20 percent 30 percent 40 percent 50 percent 60 percent 70 percent 80 percent 90 percent All of them 24 15 10 10 8 3 3 4 1 3 28 17 10 6 7 6 2 4 2 3 Grade 11 % 16 27 14 10 12 5 6 2 3 3 2 Grade 12 % 7 24 15 12 11 9 4 5 4 6 2
Question HS A.87/MS A.73: hink about a group of 100 students in your grade. About how many students smoke cigarettes at least once a month?
Table A5.10 Used Cigarettes, Past 30 days

Grade 9 % 6 101 101 101 101 9 4
Grade 10 % 5 101 101 101 101 0 6
Grade 11 % 3 101 101 101 101 11 4
Grade 12 % 12 101 101 101 101 15 10
Question HS A.61/MS A.51: During the past 30 days, on how many days did you use cigarettes?
6. Violence and Safety

Table A6.1 Verbal Harassment on School Property, Past 12 Months Grade 9 % Had mean rumors/lies spread about you 0 times 1 time 2 to 3 times 4 or more times Had sexual jokes/comments/gestures made to you 0 times 1 time 2 to 3 times 4 or more times
Been made fun of because of your looks/way of talking
Grade 10 % 73 15 9 4
Grade 11 % 69 18 8 5
Grade 12 % 63 16 10 11
58 18 13 10
62 11 10 17
69 8 15 7
66 9 9 16
61 11 9 19
0 times 1 time 2 to 3 times 4 or more times
58 19 10 13
70 10 13 7
68 10 9 13
70 12 9 9
Question HS A.103-105/MS A.85-87: During the past 12 months, how many times on school property have you had mean rumors/lies spread about youhad sexual jokes/comments/gestures made to youbeen make fun of your looks/ way of talking?
Table A6.2 Physical Violence on School Property, Past 12 Months Grade 9 % Been pushed, shoved, hit, etc. 0 times 1 time 2 to 3 times 4 or more times Been afraid of being beaten up 0 times 1 time 2 to 3 times 4 or more times Been in a physical fight 0 times 1 time 2 to 3 times 4 or more times 80 10 5 6 80 11 6 4 71 11 10 8
Grade 10 % 81 7 8 4 88 7 1 4 87 6 4 3
Grade 11 % 79 12 6 3 93 4 0 2 89 6 3 2
Grade 12 % 82 11 5 1 97 3 1 0 91 5 3 1
Question HS A.100-102/MS A.82-84: During the past 12 months, how many times on school property have youbeen pushed shoved, hit, etc.,been afraid of being beaten upbeen in a phsyical fight?
Table A6.3 Property Damage on School Property, Past 12 Months Grade 9 % Had property stolen/damaged 0 times 1 time 2 to 3 times 4 or more times Damaged school property on purpose 0 times 1 time 2 to 3 times 4 or more times 85 7 4 4 70 18 8 4
Grade 10 % 83 8 7 2 86 7 4 3
Grade 11 % 79 14 5 3 90 5 3 3
Grade 12 % 86 8 4 1 93 3 3 1
Question HS A.106,108/MS A.88,90: During the past 12 months, how many times on school property have you had property stolen/damageddamaged school property on purpose?
Table A6.4 Weapons Possession on School Property, Past 12 Months Grade 9 % Carried a gun 0 times 1 time 2 or more times Carried any other weapon 0 times 1 time 2 or more times 87 8 6 86 6 8 91 5 4 91 4 5 97 1 2 Grade 10 % 95 3 2 Grade 11 % 99 0 1 Grade 12 % 99 1 1
Question HS A.109-110/MS A.91-92: During the past 12 months, how many times on school property have youcarried a guncarried any other weapon?
Table A6.5 Awareness and Use of Weapons on School Property, Past 12 Months Grade 9 Grade 10 % % Seen someone with a weapon 0 times 62 67 1 time 2 or more times Been threatened/injured with a weapon 0 times 1 time 2 or more times 93 5 2 95 3 2 95 2 3 97 1 2 14 23 14 19 Grade 11 % 71 11 17 Grade 12 % 76 13 12
Question HS A.112,111/MS A.94,93: During the past 12 months, how many times on school property have youseen someone with a weaponbeen threatened/injured with a weapon?
Table A6.6 Personal Disapproval of Weapon Possession Grade 9 % 18 13 69 Grade 10 % 18 15 67 Grade 11 % 12 14 75 Grade 12 % 17 13 71
Neither approve or disapprove Somewhat disapprove Strongly disapprove
Question HS A.95/MS A.79: How do you feel about someone your age carring a weapon to school?
Table A6.7 Reason for Harassment on School Property, Past 12 Months Grade 9 % Race, Ethnicity, or National Origin 0 times 1 time 2 or more times Religion 0 times 1 time 2 or more times Gender 0 times 1 time 2 or more times Sexual Orientation * 0 times 1 time 2 or more times Physical/Mental Disability 0 times 1 time 2 or more times Any of the Above Five Hate-Crime Reasons Any Other Reason 0 times 1 time 2 or more times Any Harassment 72 11 17 43 84 8 8 27 85 5 11 33 86 5 9 24 95 2 3 29 96 1 3 20 97 0 3 27 97 2 1 19 92 2 6 94 1 5 94 5 2 95 3 3 93 4 3 96 2 2 95 2 3 97 2 2 91 5 4 93 3 3 89 6 6 94 4 3 78 10 13 Grade 10 % 87 7 6 Grade 11 % 81 8 10 Grade 12 % 89 2 9
Question HS A.113-118/MS A.95-100: During the past 12 months, how many times on school property were you harassed or bullied for any of the following reasons? * "Because you are gay or lesbian or someone thought you were."
Table A6.8 Gang Involvement, Current Grade 9 % 93 7 Grade 10 % 93 7 Grade 11 % 93 7 Grade 12 % 95 5
No Yes
Question HS A.121 /MS A.104:Do you consider yourself a member of a gang?
Table A6.9 Physical Violence by Boyfriend/Girlfriend, Past 12 Months Grade 9 % Does not apply, didn't have a boyfriend/girlfriend 31 No Yes 63 6 Grade 10 % 38 55 7 Grade 11 % 31 63 6 Grade 12 % 29 63 8
Question HS A.122/MS A.105:During the past 12 months, did your boyfriend or girlfriend ever hit, slap, or physically hurt you on purpose?
Table A6.10 Perceived Safety of School Grade 9 % 9 44 37 4 5 Grade 10 % 12 45 40 3 1 Grade 11 % 12 48 32 4 4 Grade 12 % 21 47 30 1 1
Very safe Safe Neither safe nor unsafe Unsafe Very unsafe
Question HS A.119/MS A.101: How safe do you feel when you are at school?
Table A6.11 Cyber Bullying Grade 9 % 71 11 8 9 Grade 10 % 78 14 7 1 Grade 11 % 78 9 8 4 Grade 12 % 75 12 6 6
0 times (never) 1 time 2-3 times 4 or more times
Question HS A.120/MS A.103: During the past 12 months, how many times did other students spread mean rumors or lies about you on the internet (i.e., Facebook, MySpace, email, instant message)?
Table A6.12 Harassment for Hate-Crime Reasons

Grade 9 % 21 -1 -1 -1 -1 33 18
Grade 10 % 17 -1 -1 -1 -1 20 20
Grade 11 % 23 -1 -1 -1 -1 16 32
Grade 12 % 16 -1 -1 -1 -1 20 26
Question HS A.113-117/MS A.95-99: During the past 12 months, how many times on school property were you harassed or bullied because of race, ethnicity or national origin...religion...gender...sexual orientation...physical or mental disability?
Table A6.13 Harassment for Race, Ethnicity or National Origin

Grade 9 % Hispanic or Latino American Indian or Alaska Native Asian Black or African American Native Hawaiian or Pacific Islander White Mixed (two or more) races 15 101 101 101 101 24 14
Grade 10 % 11 101 101 101 101 13 11
Grade 11 % 15 101 101 101 101 13 23
Grade 12 % 10 101 101 101 101 13 11
Question HS A.113/MS A.95: During the past 12 months, how many times on school property were you harassed or bullied because of race, ethnicity or national origin?
7. Physical and Mental Health

Table A7.1 Eating of Breakfast Grade 9 % No Yes
Question HS A.34/MS A.33: Did you eat breakfast today?
Grade 10 % 32 68
Grade 11 % 39 61
Grade 12 % 36 64
34 66
Table A7.2 Frequency of Sad or Hopeless Feelings, Past 12 Months Grade 9 % No 67 Yes 33 Grade 10 % 66 34 Grade 11 % 59 41 Grade 12 % 67 33
Question HS A.123/MS A.106: During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities?
Table A7.3 Seriously Considered Attempting Suicide, Past 12 Months Grade 9 % No 85 Yes 15 Grade 10 % 82 18 Grade 11 % 81 19 Grade 12 % 85 15
Question HS A.124: During the past 12 months, did you ever seriously consider attempting suicide?
Table A7.4 Gambling, Past 12 Months Grade 9 % Card or dice games Not at all Less than once a month 1 to 3 times Once a week or more Personal skill games Not at all Less than once a month 1 to 3 times Once a week or more Betting on sports Not at all Less than once a month 1 to 3 times Once a week or more Lottery Not at all Less than once a month 1 to 3 times Once a week or more Bet or gambled in any other way Not at all Less than once a month 1 to 3 times Once a week or more 86 9 2 2 87 7 2 3 84 12 2 2 85 9 3 2 89 6 2 2 84 10 3 3 87 10 2 2 82 12 3 4 68 20 7 5 76 14 3 7 77 18 4 2 76 19 3 3 77 17 2 4 81 11 3 4 83 13 2 3 78 15 2 4 91 5 1 3 87 7 1 4 90 8 2 1 85 12 2 1 Grade 10 % Grade 11 % Grade 12 %
Question HS A.127-131//MS A.109-113: During the past 12 months, how often have you bet/gambled, even casually, for money or valuables in the following ways?
8. Results by Gender
Table A8.1 Selected Alcohol and Other Drug Use Measures, by Gender and Grade
9th Grade Female Male % % Lifetime and Current AOD Use During your life, did you ever drink alcohol (one full drink)? use inhalants? smoke marijuana? During the past 30 days, did you drink alcohol (one full drink)? use inhalants? smoke marijuana? Level of Involvement (High Risk Patterns) During your life, have you ever been very drunk or sick after drinking alcohol? been high from using drugs? During the past 30 days, did you drink 5 or more drinks of alcohol in a couple of hours? ATOD Use at School During your life, have you ever been drunk/high on school property? During the past 30 days, did you use marijuana on school property? Perceived Harm Frequent use of is harmful.* alcohol (five or more drinks once or twice a week) marijuana (once or twice a week)
*combines "Great," "Moderate," and "Slight"
10th Grade Female Male % %
47 6 29 28 2 13
46 7 33 18 1 17
69 10 47 33 2 28
62 11 52 33 1 24
67 9 48 34 4 25
58 5 47 22 1 14
70 12 59 43 2 25
68 8 56 40 3 24
22 23 17
25 29 9
42 42 19
38 44 20
44 45 16
35 38 12
57 47 27
43 48 31
19 4
19 6
36 14
29 12
33 6
25 3
25 6
32 7
87 82
78 71
89 84
84 73
90 77
89 79
93 82
93 82
Table A8.2 Selected Tobacco Use Measures, by Gender and Grade

9th Grade Female Male % % During your life, did you ever smoke a cigarette? During the past 30 days, did you smoke a cigarette? During the past 30 days, did you smoke cigarettes daily? During the past 30 days, did you smoke cigarettes on school property? Frequent use of cigarettes is harmful. (1-2 packs a day)*
*combines "Great," "Moderate," and "Slight"
10th Grade Female Male % % 23 4 1 2 88 23 3 2 3 83
12 5 2 2 82
21 6 1 3 74
Table A8.3 School Safety-Related Indicators, by Gender and Grade

9th Grade Female Male % % During the past 12 months at school, have you been harassed or bullied for any of the following reasons? Race, ethnicity, or national origin Religion Gender Gay/lesbian, or someone thought you were Physical/mental disability Any other reason During the past 12 months at school, have you been in a physical fight? During the past 12 months, did your boyfriend or girlfriend ever hit, slap, or physically hurt you on purpose? Feels safe at school Currently belong to a gang 22 11 8 5 5 34 18 2 56 5 23 8 6 11 5 23 23 9 52 8 9 7 5 4 3 19 10 6 49 6 17 6 3 8 6 12 17 8 68 8 17 11 7 8 4 16 7 4 62 3 21 12 3 5 3 14 17 9 57 12 9 6 5 7 1 15 8 9 66 4 14 7 1 4 6 13 11 7 71 6 10th Grade Female Male % % 11th Grade Female Male % % 12th Grade Female Male % %
Table A8.4 Physical and Mental Health Measures, by Gender and Grade
9th Grade Female Male % % Did you eat breakfast today? During the past 12 months, did you ever feel so sad and hopeless almost every day for two weeks or more that you stopped doing some usual activities? 67 38 65 28 10th Grade Female Male % % 62 46 74 19 11th Grade Female Male % % 59 48 65 32 12th Grade Female Male % % 69 38 58 28
9. Comparisons
Table A9.1 Selected Alcohol, Tobacco and Drug Use, with Comparisons to 2007 State CSS* and 2007 National YRBS 9th Grade % 11th Grade % School CSS YRBS School CSS YRBS Lifetime and Current ATOD Use
During your life, did you ever smoke a cigarette? chew tobacco or snuff? drink alcohol (glass)? use inhalants? smoke marijuana? During the past 30 days, did you smoke a cigarette? chew tobacco or snuff? drink alcohol (glass)? use inhalants? smoke marijuana?
17 3 47 7 32 5 2 23 2 15
20 6 47 14 25 11 5 24 7 15
45a ~ 67 15 29 15 6 37 ~ 16
26 3 63 8 47 5 2 29 3 20
34 10 66 15 42 17 6 42 7 24
55a ~ 79 12 50 24 6 53 ~ 21
Level of Involvement (High Risk Patterns)

During your life, have you ever been very drunk or sick after drinking? been high from using drugs? During the past 30 days, did you drink 5 drinks in a couple of hours?
a
24 26 13
28 22 16
~ ~
18
40 42 14
45 37 29
~ ~
28
YRBS asks about smoking even a puff or two. *The California Student Survey (CSS) includes 9th and 11th graders in Continuation/Alternative schools with the data from Comprehensive/Traditional high school students.
Table A9.1 - Continued Selected Alcohol, Tobacco and Drug Use, with Comparisons to 2007 State CSS* and 2007 National YRBS 9th Grade % 11th Grade % School CSS YRBS School CSS YRBS ATOD Use on School Property 19 13 30 25 ~ ~ During your life, have you ever been drunk/high? 2 7 4 2 7 5 During the past 30 days, did you smoke cigarettes? Perceived Harm People risk harming themselves using...b
cigarettes (1-2 packs a day) alcohol (five or more drinks once or twice a week) marijuana (once or twice a week)
b
78 82 76
90 89 85
~ ~ ~
86 90 78
93 92 87
~ ~ ~
combines "Great," "Moderate," and "Slight" *The California Student Survey (CSS) includes 9th and 11th graders in Continuation/Alternative schools with the data from Comprehensive/Traditional high school students.
Table A9.2 Selected School Safety-Related Indicators, Protective Factors, and Connectedness with Comparisons to 2007 State CSS* and 2007 National YRBS 9th Grade % 11th Grade % School CSS YRBS School CSS YRBS School Safety
During the past 12 months at school, have you. been harassed because of race/ethnicity, religion, gender, sexual orientation, or disability? been in a physical fight? been afraid of being beaten up? During the past 12 months on school property, did you carry any weapon (gun, knife, or club)? How safe do you feel when you are at school? Very safe. Do you consider yourself a member of a gang?
29 20 20 13 9 7
27 25 22 13 16 8
~
18
27 11 7 9 12 7
22 23 15 13 20 8
~
11
~ ~ ~ ~ ~ ~ ~ ~ ~
~ ~ ~ ~ ~ ~ ~ ~ ~
School Protective Factors - High Levels (Resilience Indicators)

Caring relationships with teacher or other adult High expectations from teacher or other adult Opportunities for meaningful participation at their school Total School Connectedness Scale
25 43 12 24 45
28 39 13 27 34
40 55 16 40 47
29 38 15 28 31
*The California Student Survey (CSS) includes 9th and 11th graders in Continuation/Alternative schools with the data from Comprehensive/Traditional high school students.
G1 Adults at this school treat all students with respect. Grade 9 % 10 19 28 37 7 Grade 10 % 5 12 35 37 11 Grade 11 % 5 13 38 33 10 Grade 12 % 6 15 28 40 11
Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree
G2 My class lessons include examples of my racial, ethnic, or cultural background. Grade 9 Grade 10 Grade 11 % % % Strongly disagree 11 7 7 Disagree Neither disagree nor agree Agree Strongly agree 19 43 21 6 13 46 28 6 16 40 32 6
Grade 12 % 11 12 43 23 10
G3 I have been disrespected by an adult at this school because of my race, ethnicity, or culture. Grade 9 Grade 10 Grade 11 Grade 12 % % % % Strongly disagree 37 35 40 42 Disagree Neither disagree nor agree Agree Strongly agree 30 17 13 4 32 18 13 2 26 21 7 5 23 21 9 5
Page 1 Main Report - Module G: S3
G4 There is a lot of tension in this school between different cultures, races, or ethnicities. Grade 9 Grade 10 Grade 11 % % % Strongly disagree 19 21 22 Disagree Neither disagree nor agree Agree Strongly agree G5 22 29 23 7 29 35 12 3 22 30 16 10
Grade 12 % 24 31 30 12 3
Teachers and other adults encourage me to work hard in school so I can be successful in college or at the job I choose. Grade 9 Grade 10 Grade 11 Grade 12 % % % % Strongly disagree 7 3 2 4 Disagree Neither disagree nor agree Agree Strongly agree 9 22 41 21 5 25 43 23 4 23 43 29 4 25 39 28
G6 The teachers and other adults work hard to help me with my schoolwork when I need it. Grade 9 Grade 10 Grade 11 Grade 12 % % % % Strongly disagree 8 5 2 6 Disagree Neither disagree nor agree Agree Strongly agree 9 25 46 13 5 29 43 17 5 30 41 21 5 30 36 23
G7 Teachers show how classroom lessons are helpful to students in real life. Grade 9 Grade 10 % % Strongly disagree 7 6 Disagree Neither disagree nor agree Agree Strongly agree 13 25 45 10 7 34 35 18
Grade 11 % 5 8 35 39 13
Grade 12 % 7 8 39 29 18
G8 Teachers give students a chance to take part in classroom discussions or activities. Grade 9 Grade 10 Grade 11 % % % Strongly disagree 7 3 1 Disagree Neither disagree nor agree Agree Strongly agree G9 Students at this school are motivated to learn. Grade 9 % 12 16 46 22 4 Grade 10 % 8 17 46 24 5 Grade 11 % 9 21 51 13 5 11 25 46 12 6 30 46 15 6 21 50 21
Grade 12 % 4 4 24 49 19
Grade 12 % 11 24 43 18 5
G10 This school promotes academic success for all students. Grade 9 % Strongly disagree 7 Disagree Neither disagree nor agree Agree Strongly agree 8 33 38 14
Grade 10 % 5 7 32 46 10
Grade 11 % 2 8 35 42 13
Grade 12 % 7 10 30 41 13
G11 This school is a supportive and inviting place for students to learn. Grade 9 Grade 10 % % Strongly disagree 7 6 Disagree Neither disagree nor agree Agree Strongly agree 10 36 37 10 7 36 42 9
Grade 11 % 4 9 36 38 13
Grade 12 % 5 9 38 39 10
G12 All students are treated fairly when they break school rules. Grade 9 % Strongly disagree 15 Disagree Neither disagree nor agree Agree Strongly agree 21 29 28 6
Grade 10 % 9 18 40 27 7
Grade 11 % 14 16 35 25 10
Grade 12 % 12 17 34 26 10
G13 This school clearly informs students what would happen if they break school rules. Grade 9 Grade 10 Grade 11 % % % Strongly disagree 6 5 4 Disagree Neither disagree nor agree Agree Strongly agree 10 31 42 11 11 27 44 14 8 23 44 21
Grade 12 % 7 5 26 48 15
G14 The schoolyard and buildings are clean and in good condition Grade 9 Grade 10 % % Strongly disagree 18 14 Disagree Neither disagree nor agree Agree Strongly agree G15 Students at this school are well behaved Grade 9 % 21 24 42 10 2 Grade 10 % 16 22 49 9 4 22 36 21 3 22 41 19 4
Grade 11 % 17 22 39 18 4
Grade 12 % 15 19 34 26 5
Grade 11 % 22 24 41 10 2
Grade 12 % 19 21 47 10 3
G16 I have participated in the following career-related activities at this school. (Mark all that apply) Grade 9 Grade 10 Grade 11 Grade 12 % % % % Career exploration, career fairs, job shadowing, etc 16 27 45 40 Classes that focus on career specific industry Internship or apprenticeship None of the above or don't know
5 3 76
19 2 53
17 4 34
21 6 33

Ygnacio Valley S3 Secondary Report

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C A L I F O R N I A

Weapons violence tobacco drugs HIV

Weapons violence bullying drugs

truancy weapons violence bullying alcohol tobacco

drugs HIV/AIDS suicide depression gangs

healthy kids bullying alcohol

truancy weapons violence tobacco drugs depression

Ygnacio Valley High Secondary 2011-2012 Main Report

SURVEY CONTENT OVERVIEW

SURVEY ADMINISTRATION AND SAMPLING

AIDS TO UNDERSTANDING AND USING THE DATA

ASSESSING THE DATA

Ygnacio Valley High 2011-2012

Page 1 Main Report - Module A: Core

Table A2.2 Gender of Sample Grade 9 % 54 46 Grade 10 % 47 53 Grade 11 % 42 58 Grade 12 % 46 54

Table A2.3 Hispanic or Latino Grade 9 % 29 71 Grade 10 % 30 70 Grade 11 % 43 57 Grade 12 % 41 59

Ygnacio Valley High 2011-2012

Page 2 Main Report - Module A: Core

Table A2.4 Race Grade 9 % 2 12 3 5 17 63 Grade 10 % 4 12 6 5 23 51 Grade 11 % 2 12 5 7 23 50 Grade 12 % 3 14 8 2 28 45

Table A2.5 Living Situation Grade 9 % 68 25 3 3 0 0 0 0 0 0 0 1 Grade 10 % 72 21 2 4 0 0 0 0 0 0 0 0 Grade 11 % 66 30 2 1 0 0 0 0 0 0 0 1 Grade 12 % 65 27 3 2 1 1 0 0 0 0 0 1

Ygnacio Valley High 2011-2012

Page 3 Main Report - Module A: Core

Table A2.6 Grades, Past 12 Months Grade 9 % 10 19 7 27 8 17 7 5 Grade 10 % 7 16 7 28 12 19 4 6 Grade 11 % 13 23 7 28 6 16 4 3 Grade 12 % 13 28 11 31 8 7 1 0

Table A2.7 Truancy, Past 12 Months Grade 9 % 66 19 12 0 1 3 Grade 10 % 54 24 17 1 2 3 Grade 11 % 51 21 21 0 3 4 Grade 12 % 39 18 29 5 9 2

Ygnacio Valley High 2011-2012

Page 4 Main Report - Module A: Core

Table A2.8 Days Home Alone During Normal School Week

Never 1 day 2 days 3 days 4 days 5 days

Table A2.9 Migrant Education Grade 9 % 2 62 35 Grade 10 % 2 66 32 Grade 11 % 2 80 18 Grade 12 % 2 88 10

Yes No Don't know

Ygnacio Valley High 2011-2012

Page 5 Main Report - Module A: Core

3. Resilience Indicators and School Connectedness

Ygnacio Valley High 2011-2012

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4. Alcohol and Other Drug Use

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Ygnacio Valley High 2011-2012

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