This mixed methodology case study sheds light on the reasons that some disadvantaged students beat the odds and succeed in school despite the obstacles they face. Federal education policy and that of many states encourage school choice as a means of improving the match between student and school, which is expected to result in greater student success. This study examines the relationship between Developmental Assets® —specific non-cognitive factors—and the school choice and one-year persistence of students in their chosen 9th grade schools. The 40 developmental assets are derived from research on positive youth development theory, an outgrowth of the bioecological systems theory of human development.Logistic regression is used to analyze the relationship between students’ developmental assets—their perceptions as measured by the Developmental Assets Profile survey—and their school choice and persistence. Linear regression analyzes the relationship between developmental assets and students’ 9th grade GPAs. Analysis of interview data supplements and expands on the statistical analysis, independently identifying themes from the interview data.Overall, the results indicate a positive, significant influence of developmental assets on choice, persistence, and GPA. Results for different asset subsets are mixed—with some positive and some negative, some significant and some not. The results for choice and persistence also differ substantially in most ways. There is also a noteworthy difference in the influence of internal characteristics and external forces. Developmental assets appear to operate on grade point average in two ways: directly and independent of prior GPA, and indirectly through their influence on prior GPA. The qualitative results overall support the importance of developmental assets in positive outcomes for young people. The themes derived from the interviews relate closely to factors identified in positive youth development theory and in the developmental assets framework. Students’ perceived family support, the match between the student and the school, and their relationships with peers and adults at school are key factors in school success. Also important is students’ ability to proactively work toward their goals, including seeking out, accessing, and using needed help.This research suggests some areas where efforts by schools can make a positive difference. One is to recognize the importance of stable in-school relationships and to enhance opportunities and support for those relationships. Schools can also strive to create a culture where students feel nurtured, supported, and constructively challenged, to enhance non-cognitive skills as well as academic skills, and to provide opportunities and encouragement for student involvement in and contribution to the school and the community. Finally, schools can work to improve mutually supportive relationships with students’ homes and with community youth programs. But the cooperation of policymakers is crucial. Current school choice policy, in many instances, disrupts relationships between the school, school staff, students, and community.
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