learning about the effectiveness of specific details in a program; some about the effects of a given program; some about the overall effect of a set of programs together; and others about the effects of related kinds of programs. Research, program evaluation, and social indicator data can help improve the design and delivery of programs, and in doing so can play a significant role in answering such questions and improving the well-being and future success of young people.


The committee first reviewed research on both adolescent development and the features of positive developmental settings that support it. In both cases, the research base is just becoming comprehensive enough to allow for tentative conclusions about the individual assets that characterize positive development and features of settings that support it. The committee used a variety of criteria to suggest the tentative lists of both important individual-level assets and features of settings that support positive development outlined in Box ES-1 and Table ES-1. These suggestions are based on scientific evidence from short- and long-term experimental and observational studies, one-time large-scale survey studies, and longitudinal survey studies reviewed by the committee. However, much more comprehensive work is needed.

  • More comprehensive longitudinal research, that either builds on current efforts or involves new efforts, is needed on a wider range of populations that follows children and adolescents well into adulthood in order to understand which assets are most important to adolescent development and which patterns of assets are linked to particular types of successful adult transitions in various cultural contexts.

  • Despite its limitations, research in all settings in the lives of adolescents—families, schools, and communities—is yielding consistent evidence that there are specific features of settings that support positive youth development and that these features can be incorporated into community programs

  • In the committee’s judgment, current evidence supports the replication of a few specific integrated programs for positive youth development: the Teen Outreach Program, Big Brothers, Big Sisters, and Quantum Opportunities are three prime examples.

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