This document provides a summary of findings from the 2010-11 New York State Youth Development Survey conducted in Ulster County. It includes data on approximately 8,378 students surveyed across grades 7 through 12. The summary includes information on risk and protective factors, substance use prevalence, sources of alcohol, gambling behaviors, and school safety issues. Comparisons are provided by grade level and gender where appropriate. Tables of data are also included.
3. A special thanks to these planning improvement partners:
Council of Local Mental Hygiene Directors (CLMHD)
Association of Substance Abuse Professionals (ASAP) - Prevention Committee
Council on Addictions of New York State (CANYS)
Onondaga-Cortland-Madison B.O.C.E.S.
Tompkins-Seneca-Tioga B.O.C.E.S.
NYS School Boards Association
New York State Office of Alcoholism and Substance Abuse Services
Division of Outcome Management and System Investment
William J. Phillips, Associate Commissioner
Bureau of Research, Epidemiology and Practice Improvement
Robert J. Gallati, Dr. Gregory A. Rainone
Division of Prevention, Recovery, Technology and Management Services
Mary Ann DiChristopher, Acting Associate Commissioner
Bureau of Prevention Services
Dr. Barry R. Donovan
The New York State Youth Development Survey was produced by International Survey Associates/Pride Surveys under a contract with the New
York State Office of Alcoholism and Substance Abuse Services. For more information, visit www.pridesurveys.com
4. Contents C MODEL PROGRAMS RELATED TO RISK AND PROTECTIVE
FACTORS 40
1 INTRODUCTION 7 D RISK AND PROTECTIVE FACTORS DEFINITIONS 50
2 RISK AND PROTECTIVE FACTORS 9 E COMPARISIONS OF CTC VS NYS YDS ON RISK AND
PROTECTIVE FACTORS 55
2.1 HOW TO READ THE CHARTS . . . . . . . . . . . . . . . . . . . 10
F DATA TABLES 56
3 ALCOHOL, TOBACCO, AND OTHER DRUG USE 17
F.1 Risk and Protective Factors . . . . . . . . . . . . . . . . . . . . . . 56
3.1 HOW TO READ THE CHARTS . . . . . . . . . . . . . . . . . . . 17
F.2 Lifetime Prevalence of Alcohol, Tobacco and Other Drugs . . . . . 64
4 GAMBLING PREVALENCE INFORMATION 27 F.3 Past 30 Day Prevalence of Alcohol, Tobacco and Other Drugs . . . 66
4.1 HOW TO READ THE CHARTS . . . . . . . . . . . . . . . . . . . 27 F.4 Heavy Use and Antisocial Behaviors . . . . . . . . . . . . . . . . . 68
F.5 Average Age of First Incidence . . . . . . . . . . . . . . . . . . . . 70
5 SCHOOL SAFETY ISSUES 31
F.6 Sources and Locations of Alcohol Use . . . . . . . . . . . . . . . . 72
5.1 HOW TO READ THE CHARTS . . . . . . . . . . . . . . . . . . . 31
F.7 Gambling Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . 74
6 DRUG-FREE COMMUNITIES SUPPORT PROGRAM CORE F.8 School Safety Issues . . . . . . . . . . . . . . . . . . . . . . . . . . 77
MEASURES 35
APPENDICES
A SCHOOL IMPROVEMENT USING SURVEY DATA 37
A.1 What are the numbers telling you? . . . . . . . . . . . . . . . . . . 37
A.2 How to decide if a rate is ”unacceptable.” . . . . . . . . . . . . . . 37
A.3 Use these data for planning: . . . . . . . . . . . . . . . . . . . . . 37
B PREVENTION RESOURCES 39
B.1 Additional Needs Assessment Resources . . . . . . . . . . . . . . . 39
4
5. List of Tables 22 Percentage of Students Reporting Protection for Family Domain . . 61
23 Percentage of Students Reporting Protection for School Domain . . 62
1 Student Totals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
24 Percentage of Students Reporting Protection for Individual/Peer
Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
2 Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
25 Lifetime Prevalence of Alcohol, Tobacco and Other Drugs, By Grade
3 Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Level and Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
4 Are you Hispanic or Latino? . . . . . . . . . . . . . . . . . . . . . . 8
26 Lifetime Prevalence of Alcohol, Tobacco and Other Drugs, By Grade
Level and Group (continued) . . . . . . . . . . . . . . . . . . . . . 65
5 Ethnic Origin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
27 Past 30 Day Prevalence of Alcohol, Tobacco and Other Drugs, By
6 Risk Factors That Inhibit Healthy Youth Development . . . . . . . . 9 Grade Level and Group . . . . . . . . . . . . . . . . . . . . . . . . 66
7 Protective Factors That Promote Healthy Youth Development . . . 10 28 Past 30 Day Prevalence of Alcohol, Tobacco and Other Drugs, By
Grade Level and Group (continued) . . . . . . . . . . . . . . . . . . 67
8 Core Measure by Grade for Past 30 Day Use . . . . . . . . . . . . . 35
29 Percentage of Students With Heavy Use of Alcohol and Cigarettes . 68
9 Core Measure by Grade for Perception of Risk . . . . . . . . . . . . 35
30 Percentage of Students With Antisocial Behavior in the Past Year . 69
10 Core Measure by Grade for Parental Disapproval . . . . . . . . . . . 35
31 Average Age of First ATOD Use . . . . . . . . . . . . . . . . . . . 70
11 Core Measure by Grade for Age of Onset . . . . . . . . . . . . . . . 36
32 Average Age of First Antisocial Behavior . . . . . . . . . . . . . . . 71
12 Core Measure by Sex for Past 30 Day Use . . . . . . . . . . . . . . 36
33 Students’ Response to ”If you drank alcohol in the past year, how
13 Core Measure by Sex for Perception of Risk . . . . . . . . . . . . . 36 did you usually get it?” . . . . . . . . . . . . . . . . . . . . . . . . 72
14 Core Measure by Sex for Parental Disapproval . . . . . . . . . . . . 36 34 Students’ Response to ”If you drank alcohol in the past year, where
did you usually drink it?” . . . . . . . . . . . . . . . . . . . . . . . 73
15 Core Measure by Sex for Age of Onset . . . . . . . . . . . . . . . . 36
35 Percentage of Students Engaged in Gambling Activities . . . . . . . 74
16 Risk and Protective Factor Scale Definition . . . . . . . . . . . . . 50
36 Percentage of Students Engaged in Gambling Activities (continued) 75
17 Percentage of Students Reporting Risks for Community Domain . . 56
37 Percentage of Students Engaged in Gambling Activities (continued) 76
18 Percentage of Students Reporting Risks for Family Domain . . . . . 57
38 Students’ Response to ”How many times in the past have you taken
19 Percentage of Students Reporting Risks for School Domain . . . . . 58 a handgun to school?” . . . . . . . . . . . . . . . . . . . . . . . . 77
20 Percentage of Students Reporting Risks for Individual/Peer Domain 59 39 Students’ Response to ”How wrong do you think it is for someone
your age to take a handgun to school?” . . . . . . . . . . . . . . . 78
21 Percentage of Students Reporting Protection for Community Domain 60
5
7. 1. INTRODUCTION Table 1: Student Totals
Response Group 2010-11
Total Students county 8,378
Table 2: Grade
This report summarizes findings from the New York State Youth Development
2010-11
Survey conducted during the 2010-11 school year. The survey instrument was
Response Group pct n
designed to assess risk and protective factors that predict substance use and other
problem behaviors such as delinquency. The survey also measures substance use, 7 county 18.2 1,525
youth gambling and other problem behaviors. In addition, grade groups and gender 8 county 16.7 1,402
comparisons often are provided as well. 9 county 17.2 1,440
10 county 17.1 1,433
OASAS uses a number of surveys in assessing the prevalence of substance use, 11 county 16.3 1,366
gambling and related problems. The YDS is especially valuable because it provides 12 county 14.5 1,212
information on risk and protective factors for school districts and county planning.
However, due to differences in survey design, sampling methods, months of admin-
istration and estimation methods, the substance use, gambling and other results
will differ somewhat across the different surveys, such as, the Youth Development
Survey conducted by ISA/PRIDE, the Youth Risk Behavior Survey (YRBS) con-
ducted by the Centers for Disease Control and Prevention, and The National Survey
on Drug Use and Health (NSDUH) conducted by the Substance Abuse and Mental
Health Services Administration (SAMHSA) as well as other OASAS Surveys.
All these surveys are used by OASAS for policy development and planning at the
state and regional levels.
Following receipt of the surveys, all survey forms were checked to determine the
validity and reliability of the data. A small percentage of students were judged
to have returned invalid survey data. For example, students who claimed to use
all drugs at the highest levels of use were eliminated from the final data set. In
total, five separate checks of the logical consistency and validity of the students’
responses were conducted.
Tables 1 thru 5 contain comparisions of your data to larger aggregates of data, if
appropriate. For instance, a school report may also contain comparison data from
all the data collected in your district and in your county.
Table 1 contains a count of the students included in this report. Table 2 provides
information on the number and percent of students surveyed at each grade level
(in order to protect student anonymity, grade levels which recorded fewer than
the required minimum number of student responses per grade are reported as 0).
Table 3 provides information on the number and percent of students surveyed by
sex. Table 4 provides information on the number and percent of students surveyed
by Hispanic status. Table 5 provides information on the number and percent of
students surveyed by race and ethnicity.
7
8. Table 3: Sex Table 5: Ethnic Origin
2010-11 2010-11
Response Group pct n Response Group pct n
Male county 47.2 3,839 Asian American county 2.0 163
Female county 52.8 4,288 Black or African American county 5.7 465
Native American or Alaska Native county 0.9 77
Table 4: Are you Hispanic or Latino? Native Hawaiian or Pacific Islander county 0.5 38
2010-11 White county 71.3 5,866
Response Group pct n Multi Racial county 10.1 831
No county 85.7 6,924 Other county 9.6 788
Yes county 14.3 1,153
8
9. 2. RISK AND PROTECTIVE FACTORS chart to indicate where at least two well designed, published research studies have
shown a link between the risk factor and the problem behavior.
Table 6: Risk Factors That Inhibit Healthy Youth Development
Risk and protective factor-focused prevention is based on a simple premise: To
prevent a problem from happening, we need to identify the factors that increase
the risk of that problem developing and then find ways to reduce the risks. Just as PROBLEM BEHAVIORS
Delinquency
medical researchers have found risk factors for heart attacks such as diets high in
Pregnancy
Substance
Drop-Out
Violence
fats, lack of exercise, and smoking, a team of researchers, the Social Development
School
Abuse
Teen
Research Group (SDRG), at the University of Washington has defined a set of risk
factors for drug abuse. The research team also found that some children exposed Risk Factors
to multiple risk factors manage to avoid behavior problems later even though they Community
were exposed to the same risks as children who exhibited behavior problems. Based Availability of Alcohol and Other Drugs
on research, the team identified protective factors and processes that work together Community Laws and Norms Favorable
to buffer children from the effects of high risk exposure and lead to the development
Toward Substance Use
of healthy behaviors. Transitions and Mobility
Low Neighborhood Attachment
Risk factors include characteristics of school, community, and family environments,
Community Disorganization
as well as characteristics of students and their peer groups that are known to predict
increased likelihood of drug use, delinquency, and violent behaviors among youth Extreme Economic Deprivation
(Hawkins, Catalano Miller, 1992; Hawkins, Arthur Catalano, 1995; Brewer, Family
Hawkins, Catalano Neckerman, 1995). Family History of the Problem Behavior
Family Management Problems
Protective factors exert a positive influence or buffer against the negative influ- Family Conflict
ence of risk, thus reducing the likelihood that adolescents will engage in problem Parental Attitudes Favorable Towards
behaviors. Protective factors identified through research reviewed by the Social
Drugs/Other Problem Behavior
Development Research Group include: Social bonding to family, school, commu-
School
nity and peers; and healthy beliefs and clear standards for behavior.
Academic Failure
Research on risk and protective factors has important implications for prevention Low Commitment to School
efforts. The premise of this approach is that in order to promote positive youth Individual/Peer
development and prevent problem behaviors, it is necessary to address those factors Early Initiation of Drug Use
that predict the problem. By measuring risk and protective factors in a population, Early Initiation of Problem Behavior
specific risk factors that are elevated and widespread can be identified and tar- Rebelliousness
geted by preventive interventions that also promote related protective factors. For Friends Who Use Drugs/
example, if academic failure is identified as an elevated risk factor in a commu-
Engage in Other Problem Behavior
nity, then mentoring and tutoring interventions can be provided that will improve
Favorable Attitudes Towards Drug Use/
academic performance, and also increase opportunities and rewards for classroom
Other Problem Behavior
participation.
Perceived Risk of Drug Use
Risk and protective factor-focused drug abuse prevention is based on the work of J. Peer Rewards for Drug Use
David Hawkins, Ph.D., Richard F. Catalano, Ph.D.; and a team of researchers at Depressive Symptoms
the University of Washington in Seattle. Beginning in the early 1980’s, the group Indicates that 2 or more epidemiological prospective studies have
researched adolescent problem behaviors and identified risk factors for adolescent found the risk factor to predict youth problem behavior.
drug abuse and delinquency. The chart below shows the links between the 16 risk
factors and the five problem behaviors. The check marks have been placed in the
9
10. Table 7: Protective Factors That Promote Healthy Youth Development 2.1. HOW TO READ THE CHARTS
Community 1. Brief definitions of the risk and protective factors can be found on page 50.
Community Opportunities for Prosocial Involvement
Community Rewards for Prosocial Involvement 2. The factors are grouped into 4 domains: community, family, school, and peer-
Family
individual.
Family Attachment 3. Scanning across these charts, you can easily determine which factors are most
Family Opportunities for Prosocial Involvement (or least) prevalent, thus identifying which are the most important for your
Family Rewards for Prosocial Involvement community to address.
School
4. Actual percentages are provided in the data tables in Appendix F on page 56.
School Opportunities for Prosocial Involvement The tables provide percentage figures for county level. The headers for each
School Rewards for Prosocial Involvement column represent the factors for each domain and the percentage figures rep-
Individual/Peer resent the percent of students whose factor score exceeds the cutoff point for
Religiosity the particular factor. Suppose, for a specific risk factor, that the percentage
Social Skills figure for the line ”Combined” and ”County” is 42.3. That would mean that
Belief in the Moral Order
42.3 percent of all surveyed students in the county were above the cutoff point
for that factor.
Prosocial Involvement
Peer Rewards for Prosocial Involvement 5. The bars represent the percent of students in the grouped grades who reported
elevated risk or protection.
6. Bars are complemented by a red dash. The red dash shows the comparison
from the highest aggregate level (i.e. usually county for a school report) and
provides additional information for you in determining the relative importance
of each risk or protective factor. If present, a yellow diamond shows the
comparison of the aggregate that is the next level down (usually district for a
school report).
7. A dashed line on each risk and protective factor chart represents the percentage
of youth at risk or with protection for the seven state sample upon which the
cut-points were developed. The seven states included in the norm group were
Colorado, Illinois, Kansas, Maine, Oregon, Utah and Washington. This gives
you a comparison to a large multi-state baseline sample.
8. The following abbreviations are sometimes used in the tables and charts due
to space constraints:
ATOD stands for Alcohol, Tobacco and Other Drug Use.
ASB stands for Antisocial Behaviors.
PSI stands for Prosocial Involvement.
10
11. Percentages (%)
0
10
20
30
40
Low Neighborhood Attachment 50
High Community Disorganization
Laws and Norms Favorable to Drug Use
Community
Perceived Availability of Drugs
Poor Family Management
Family Conflict
Family History of Antisocial Behavior
Family
Parental Attitudes Favorable to ATOD
Parental Attitudes Favorable to ASB
Academic Failure
School
Low Commitment to School
Rebelliousness
Early Initiation of Drug Use
11
Early Initiation of ASB
Risk Factors - Grades 7-8
Favorable Attitudes to Drug Use
Figure 1: Risk Factors - Grades 7-8
Favorable Attitudes to ASB
Perceived Risk of Drug Use
Individual/Peer
Interaction with Antisocial Peers
Friends' Use of Drugs
Depressive Symptoms
Peer Rewards for Antisocial Behavior
7-State Norm
County 2010-11
12. Percentages (%)
0
10
20
30
40
50
Low Neighborhood Attachment 60
High Community Disorganization
Laws and Norms Favorable to Drug Use
Community
Perceived Availability of Drugs
Poor Family Management
Family Conflict
Family History of Antisocial Behavior
Family
Parental Attitudes Favorable to ATOD
Parental Attitudes Favorable to ASB
Academic Failure
School
Low Commitment to School
Rebelliousness
Early Initiation of Drug Use
12
Early Initiation of ASB
Risk Factors - Grades 9-10
Favorable Attitudes to Drug Use
Figure 2: Risk Factors - Grades 9-10
Favorable Attitudes to ASB
Perceived Risk of Drug Use
Individual/Peer
Interaction with Antisocial Peers
Friends' Use of Drugs
Depressive Symptoms
Peer Rewards for Antisocial Behavior
7-State Norm
County 2010-11
13. Percentages (%)
0
10
20
30
40
50
60
Low Neighborhood Attachment 70
High Community Disorganization
Laws and Norms Favorable to Drug Use
Community
Perceived Availability of Drugs
Poor Family Management
Family Conflict
Family History of Antisocial Behavior
Family
Parental Attitudes Favorable to ATOD
Parental Attitudes Favorable to ASB
Academic Failure
School
Low Commitment to School
Rebelliousness
Early Initiation of Drug Use
13
Early Initiation of ASB
Favorable Attitudes to Drug Use
Risk Factors - Grades 11-12
Figure 3: Risk Factors - Grades 11-12
Favorable Attitudes to ASB
Perceived Risk of Drug Use
Individual/Peer
Interaction with Antisocial Peers
Friends' Use of Drugs
Depressive Symptoms
Peer Rewards for Antisocial Behavior
7-State Norm
County 2010-11
14. Percentages (%)
0
10
20
30
40
50
60
70
80
Opportunities for Prosocial Involvement
Community
Rewards for Prosocial Involvement
Family Attachment
Family Opportunities for PSI
Family
Family Rewards for PSI
School Opportunities for PSI
School
School Rewards for PSI
14
Religiosity
Social Skills
Protective Factors - Grades 7-8
Figure 4: Protective Factors - Grades 7-8
Belief in a Moral Order
Individual/Peer
Prosocial Involvement
Peer Rewards for Prosocial Involvement
7-State Norm
County 2010-11
15. Percentages (%)
0
10
20
30
40
50
60
70
80
90
Opportunities for Prosocial Involvement
Community
Rewards for Prosocial Involvement
Family Attachment
Family Opportunities for PSI
Family
Family Rewards for PSI
School Opportunities for PSI
School
School Rewards for PSI
15
Religiosity
Social Skills
Protective Factors - Grades 9-10
Figure 5: Protective Factors - Grades 9-10
Belief in a Moral Order
Individual/Peer
Prosocial Involvement
Peer Rewards for Prosocial Involvement
7-State Norm
County 2010-11
16. Percentages (%)
0
10
20
30
40
50
60
70
80
90
Opportunities for Prosocial Involvement
Community
Rewards for Prosocial Involvement
Family Attachment
Family Opportunities for PSI
Family
Family Rewards for PSI
School Opportunities for PSI
School
School Rewards for PSI
16
Religiosity
Social Skills
Protective Factors - Grades 11-12
Figure 6: Protective Factors - Grades 11-12
Belief in a Moral Order
Individual/Peer
Prosocial Involvement
Peer Rewards for Prosocial Involvement
7-State Norm
County 2010-11
17. 3. ALCOHOL, TOBACCO, AND OTHER DRUG 3.1. HOW TO READ THE CHARTS
USE
1. Student responses for substance use and antisocial behavior questions are dis-
played by grade groupings on the following pages.
The graphs in this section of the report are six different areas of ATOD use and
2. Actual percentages are provided in the data tables in Appendix F on page 64.
Antisocial Behavior. These are:
The tables provide percentage figures for county level and, for students in
grades 8, 10 and 12, estimates of lifetime and past 30 days substance use from
Lifetime Use of ... The questions ”On how many occasions have you used ... in a national survey (MTF - Monitoring the Future). The headers represent the
your lifetime?” are used to measure this statistic by reporting the percentage various drugs or activities and the percentage figures represent the percent of
of students who reported any use of a particular substance in their lifetime. students who responded positively to the question. For example, for the table
”Lifetime Prevalence of Use”, if the ”Combined” and ”county” percentage
Past 30 Day Use of ... The questions ”On how many occasions have you used ... figure for a specific drug is 32.3, then 32.3 percent of all surveyed students
during the past 30 days?” are used to measure this statistic by reporting the in the county responded that they had used that drug at least once in their
percentage of students who reported any use of a particular substance during lifetime. In the case of the average age tables, the figures represent the average
the past 30 days. age of the first use of a particular drug or first incidence of a particular behavior.
In the case of the average age tables, the figures represent the average age of
Heavy Use of Alcohol and Cigarettes The questions ”How many times in the the first use of a particular drug or first incidence of a particular behavior.
past two weeks have you had five or more drinks of alcohol in a row?” and
”How frequently have you smoked cigarettes during the past 30 days?” are 3. The bars represent the percent of students in the grouped grades who reported
used to measure this statistic by reporting the percentage of students who substance use.
report any binge drinking or smoking a pack or more of cigarettes per day
during the past 30 days. 4. Bars are complemented by a red dash. The red dash shows the comparison
from the highest aggregate level (i.e. usually county for a school report) and
Average Age of First Use of ATOD and Antisocial Behaviors The questions provides additional information for you in determining the relative importance
”How old were you when you first ...?” are used to measure this statistic of each risk or protective factor. If present, a yellow diamond shows the
by reporting the average age of first exhibiting the particular behavior whether comparison of the aggregate that is the next level down (usually district for a
it be using a particular drug or engaging in a particular behavior. The average school report).
is based on only those students who reported the behavior.
5. The following abbreviations are sometimes used in the tables and charts due
How Students Get Alcohol and Where They Use It The questions ”How did to space constraints:
you usually get alcohol?” and ”Where Did You Usually Drink it?” are used to
measure this statistic by reporting the percentage of students for each method ATOD stands for Alcohol, Tobacco and Other Drug Use.
of acquiring alcohol and the locations where they used alcohol. ASB stands for Antisocial Behaviors.
17
18. Alcohol, Tobacco and Other Drug Use - Grades 7-8
Lifetime Use Past 30 Days Heavy Use
40
30
20
10
County 2010-11
0
Percentages (%)
Alcohol
Marijuana
Cigarettes
Chewing Tobacco
Prescription Drugs
OTC Cold Medicine
OTC Caffeine/Diet Pills
Inhalants
Cocaine
Heroin
Any Illicit Drug*
Alcohol
Marijuana
Cigarettes
Chewing Tobacco
Prescription Drugs
OTC Cold Medicine
OTC Caffeine/Diet Pills
Inhalants
Cocaine
Heroin
Any Illicit Drug*
Binge Drinking**
Pack of Cigarettes***
*Any Illicit Drug - all drugs except for alcohol and tobacco
**Binge Drinking - having five or more drinks in a row within the past two weeks.
***Pack of Cigarettes means smoking a pack or more per day.
Figure 7: Alcohol, Tobacco and Other Drug Use - Grades 7-8
18
19. Alcohol, Tobacco and Other Drug Use - Grades 9-10
Lifetime Use Past 30 Days Heavy Use
70
60
50
40
30
20
10
County 2010-11
0
Percentages (%)
Alcohol
Marijuana
Cigarettes
Chewing Tobacco
Prescription Drugs
OTC Cold Medicine
OTC Caffeine/Diet Pills
Inhalants
Cocaine
Heroin
Any Illicit Drug*
Alcohol
Marijuana
Cigarettes
Chewing Tobacco
Prescription Drugs
OTC Cold Medicine
OTC Caffeine/Diet Pills
Inhalants
Cocaine
Heroin
Any Illicit Drug*
Binge Drinking**
Pack of Cigarettes***
*Any Illicit Drug - all drugs except for alcohol and tobacco
**Binge Drinking - having five or more drinks in a row within the past two weeks.
***Pack of Cigarettes means smoking a pack or more per day.
Figure 8: Alcohol, Tobacco and Other Drug Use - Grades 9-10
19
20. Alcohol, Tobacco and Other Drug Use - Grades 11-12
Lifetime Use Past 30 Days Heavy Use
80
70
60
50
40
30
20
10
County 2010-11
0
Percentages (%)
Alcohol
Marijuana
Cigarettes
Chewing Tobacco
Prescription Drugs
OTC Cold Medicine
OTC Caffeine/Diet Pills
Inhalants
Cocaine
Heroin
Any Illicit Drug*
Alcohol
Marijuana
Cigarettes
Chewing Tobacco
Prescription Drugs
OTC Cold Medicine
OTC Caffeine/Diet Pills
Inhalants
Cocaine
Heroin
Any Illicit Drug*
Binge Drinking**
Pack of Cigarettes***
*Any Illicit Drug - all drugs except for alcohol and tobacco
**Binge Drinking - having five or more drinks in a row within the past two weeks.
***Pack of Cigarettes means smoking a pack or more per day.
Figure 9: Alcohol, Tobacco and Other Drug Use - Grades 11-12
20
21. No Child Left Behind Profile - Grades 7-8
Avg. Age of First ATOD Avg. Age of First ASB
20
15
10
5
County 2010-11
0
Avg. Age of First Incidence
Marijuana
Cigarettes
Alcohol
Regular Alcohol Use
School Suspension
Been Arrested
Carried a Gun
Attacked to Harm
Belonged to a Gang
ATOD - Alcohol, Tobacco and Other Drug Use
ASB - Antisocial Behavior
Figure 10: No Child Left Behind Profile - Grades 7-8
21
22. No Child Left Behind Profile - Grades 9-10
Avg. Age of First ATOD Avg. Age of First ASB
20
15
10
5
County 2010-11
0
Avg. Age of First Incidence
Marijuana
Cigarettes
Alcohol
Regular Alcohol Use
School Suspension
Been Arrested
Carried a Gun
Attacked to Harm
Belonged to a Gang
ATOD - Alcohol, Tobacco and Other Drug Use
ASB - Antisocial Behavior
Figure 11: No Child Left Behind Profile - Grades 9-10
22
23. No Child Left Behind Profile - Grades 11-12
Avg. Age of First ATOD Avg. Age of First ASB
20
15
10
5
County 2010-11
0
Avg. Age of First Incidence
Marijuana
Cigarettes
Alcohol
Regular Alcohol Use
School Suspension
Been Arrested
Carried a Gun
Attacked to Harm
Belonged to a Gang
ATOD - Alcohol, Tobacco and Other Drug Use
ASB - Antisocial Behavior
Figure 12: No Child Left Behind Profile - Grades 11-12
23
24. Percentages (%)
0
10
20
30
40
50
60
70
80
Did not drink alcohol in the past year 90
Bought it myself with a fake ID
Bought it myself without a fake ID
Someone I know age 21 or older
Someone I know under age 21
My brother or sister
Home with my parents' permission
Source of Alcohol
Home without my parents' permission
Another relative
A stranger bought it for me
Took it from a store or shop
Other
Did not drink alcohol in the past year
24
My home
Someone else's home
Open area like a park, etc.
Sporting event or concert
Restaurant, bar, or a nightclub
Sources and Locations of Alcohol Use - Grades 7-8
Figure 13: Sources and Locations of Alcohol Use - Grades 7-8
Empty building or a construction site
Location of Acohol Use
Hotel/motel
In a car
At school
County 2010-11
25. Percentages (%)
0
10
20
30
40
50
Did not drink alcohol in the past year 60
Bought it myself with a fake ID
Bought it myself without a fake ID
Someone I know age 21 or older
Someone I know under age 21
My brother or sister
Home with my parents' permission
Source of Alcohol
Home without my parents' permission
Another relative
A stranger bought it for me
Took it from a store or shop
Other
Did not drink alcohol in the past year
25
My home
Someone else's home
Open area like a park, etc.
Sporting event or concert
Restaurant, bar, or a nightclub
Sources and Locations of Alcohol Use - Grades 9-10
Figure 14: Sources and Locations of Alcohol Use - Grades 9-10
Empty building or a construction site
Location of Acohol Use
Hotel/motel
In a car
At school
County 2010-11
26. Percentages (%)
0
10
20
30
40
Did not drink alcohol in the past year 50
Bought it myself with a fake ID
Bought it myself without a fake ID
Someone I know age 21 or older
Someone I know under age 21
My brother or sister
Home with my parents' permission
Source of Alcohol
Home without my parents' permission
Another relative
A stranger bought it for me
Took it from a store or shop
Other
Did not drink alcohol in the past year
26
My home
Someone else's home
Open area like a park, etc.
Sporting event or concert
Restaurant, bar, or a nightclub
Sources and Locations of Alcohol Use - Grades 11-12
Figure 15: Sources and Locations of Alcohol Use - Grades 11-12
Empty building or a construction site
Location of Acohol Use
Hotel/motel
In a car
At school
County 2010-11
