This book examines the relationships between resiliency factors identified by the Search Institute and student performance on the Washington Assessment of Student Learning (WASL) examination. Three research questions were used in the study: (1) What relationships exist, if any, between identified external and internal resiliency factors and performance on the WASL examination? (2) How are students scoring below and above 50% on the WASL, different and/or similar with regard to the absence and presence of resiliency factors? and (3) To what extend do the presence or absence of specific combinations of resiliency factors predict performance on the WASL? The data were collected from identified students at risk and regular education students who took the WASL examination. All students completed resiliency survey questionnaires and some were interviewed. The data were analyzed using StatView (1998), a statistical software program that yielded correlational analysis, multiple regression analysis, and analysis of variance (ANOVA) of the data to ascertain which resiliency factors were more predictive of students at risk success on the WASL examination.
The study concluded that the external factors of family support, positive family communication, student safety, family boundaries, adult role models, positive peer influence, youth programs and time at home are significantly correlated at p<.0001 with WASL performance for students at risk. Similarly, the internal resiliency factors of achievement, responsibility, planning/decision-making, cultural competence, resistance skills, self-esteem and sense of purpose are significantly correlated at p<.0001 with WASL performance for students at risk. These factors may be used as predictors of the extent to which students at risk will meet the standards on the WASL examination. A model was developed that may be useful for identifying which resiliency factors are predictive of students at risk being successful on the WASL examination.