Understanding and Utilizing

Na Keiki and Na O pio Survey

School Reports

A Guide for Hawaiian Focused Charter Schools

Creation of N pio and N Keiki Surveys...............................1
Survey Components, Scales, and Subscales..............................3

How Constructs are Assessed and Scored as Assets.............4

Specific Constructs, Survey Items, and Scoring.......................6

N Keiki/N pio Survey Results School Reports................8
A. Demographics
B. Assets Score Table
C. Distribution Graphs
D. Trend Line Graphs

Kamehameha Schools

5/2/2016

Creation of N pio and N Keiki Surveys

Recognizing the importance of strengths-based, cultural perspectives with regard to youth
development, Kamehameha Schools and several Hawaiian Focused Charter Schools were
interested in exploring strengths-based approaches in the development of Native Hawaiian
keiki and youth. Research showed communication patterns, behaviors, and expectations
found in ethnic minority communities were often in conflict with mainstream school culture
and curriculum (Ogbu, 1996). Kamehameha Schools therefore sought to develop tools to
better understand Native Hawaiian children and youth and to provide more meaningful
support, helping these children and youth reach their greatest potential.
Mainstream tools, such as surveys developed by Search Institute, had been shown to work
with minority populations (Scales, Benson, & Leffert, 2000; Tibbetts et al. 2007). However,
these tools tended to represent mainstream perspectives on well-being. N pio Survey
on the other handa survey for adolescents in grades 7-12was designed around Native
Hawaiian perspectives on wellbeing. It was field-tested in 2009 with public school, charter
school, and Kamehameha Schools students and has since been administered annually in
select public schools and Kamehameha Schools programs. N Keiki, a survey for children
in grades 3-6, was also field-tested. Both surveys were developed in collaboration with a
research advisory group and focus on age-appropriate, internal and external assetsor
social, cultural, physical, emotional, and cognitive characteristicsthat research suggests
contribute to student success in school and in life. The surveys are written such that all
students can respond positively, whether they have Native Hawaiian ancestry or not.
Field Test Results for Na Keiki Development and Assets Survey
A Collaboration of Search Institute and Kamehameha Schools
Peter C. Scales, Ph.D., Senior Fellow
Kathleen Fraher, Senior Analyst/Programmer
Search Institute

Jan. 2012

From 2007-2009, Search Institute collaborated with Kamehameha Schools in Hawaii to develop
enhanced measures of key school success assets for 6th-12th graders (the pio or youth survey),
that would be both stronger psychometrically than the original Search Institute Attitudes and
Behavior survey measures, and usable in change-over-time designs, and also more reflective of
Hawaiian culture. That project produced measures of these assets that had acceptable to good
levels of internal consistency reliability (improved over previous measures), and that also exhibited
good validity in their relation to other measures of positive youth development and to a measure of
Hawaiian Cultural Connection (Scales, 2009). In 2010, Search Institute and Kamehameha
Schools began another collaboration to conduct a similar measurement enhancement effort on the
school success assets for younger students (keiki or children) in the upper-elementary grades.

From Hawaiian Cultural Connectedness: HCC Survey and Its Uses.

(Kamehameha Schools, Research & Evaluation, 2009, p. 23.)

Survey Components, Scales, and Subscales

Three different survey scales are actually integrated as components within N pio
Survey: 1) Hawaiian Cultural Connectedness scales (HCC); 2) modified Search Institute
Youth Developmental Assets scales; and 3) modified Rosenburg Self-Esteem scale.
Hawaiian Cultural Connectedness (HCC) Scale
Hawaiian-focused schools and programs play a critical role in fostering positive attachment
to Hawaiian culture. The Hawaiian Cultural Connectedness scale includes the following
subscales: a) connection to ina; b) cultural values and attachment; c) connection to
ohana; d) cultural knowledge and practice; e) cultural issues engagement; and f) Hawaiian
language.
Search Institute (SI) Derived Scales
Search Institute scales were selected because they reflect ways schools most directly
impact students development. The exception is the modified spirituality scale which was
included because spirituality is an important aspect of a Hawaiian worldview. Many of
these scales were modified slightly form their original form in order to increase clarity for
the target population. In addition, the response scales were expanded to enhance internal
consistency and sensitivity to change over time.
Achievement motivation

Frequency of volunteerism

Quality of youth programs

Active learning
Bonding to school

High expectations
Parent involvement in schooling

School engagement
Service to others

Caring school climate

Environmental stewardship

Positive orientation to schoolwork

Prosocial values

Spiritual development
Youth programs

Modified Rosenburg Self-Esteem Scale

The Rosenburg-Self Esteem scale is widely used to measure the global self-esteem, or
self-worth and self-acceptance, of adolescents. The scale is comprised of a balance of
positively and negatively stated items about self-worth. In N pio Survey, two items
were eliminated from the full scale based on scale reliability from the pilot test.
The Hawaiian Cultural Connectedness Survey is designed to gauge how connected students are to
six strands of Hawaiian culture. The HCC captures important information about students cultural
knowledge, beliefs, and practices. It can help identify areas of strengths as well as opportunities
for growth within individuals or programs. What is it NOT? Hawaiian Cultural Connectedness is
not a summative statement on whether a person is Hawaiian, or more Hawaiian than another.
Like any set of survey questions it provides only partial information about attitudes, beliefs, and
behaviors that are self-reported. Moreover, no single tool can adequately describe what it means to
be Hawaiian. The substantial diversity within the Hawaiian community suggests that there is no
one way to be Hawaiian. As a result, the six strands of HCC do not capture all the richness and
texture of Hawaiian culture. Instead, they represent a handful of culturally salient themes which
serve as indicators of connectedness.
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How Constructs are Assessed and Scored as Assets

N pio and N Keiki Surveys take a strength-based approach, believing that students
possess various assets that, when identified, can be mobilized into positive resources for
learning, growth, and development. With any survey, it is possible to assess participants
in a variety of ways. The following examples demonstrate the recommended scoring
procedures for subscales and items within the Hawaiian Cultural Connectedness Scale.
HAWAIIAN LANGUAGE
Survey item

Not at
all

With
difficulty

Fairly
well

Very
well

1
1

2
2

3
3

4
4

1. I speak Hawaiian.
2. I understand Hawaiian when it is spoken.
3. I am able to participate in cultural protocol in Hawaiian (for example, entry
chants, personal introductions, or pule, prayer).

In order for Hawaiian Language to be considered an asset, an individual must receive an

average (mean) score of 3 or better on a 4-point rubric (e.g., 1 = Not at all; 2 = With difficulty;
3 = Fairly well; and 4 = Very well). Another way to score this strand is to add up all the points
an individual receives out of the 12 possible. If an individual scores 9 points or more, then
Hawaiian Language is an asset. (Total points: __ /12)
CULTURAL VALUES AND ATTACHMENT
Survey item
4. I have spent time trying to find out more
about Hawaiian history, traditions and
customs.
5. It is important for me to know my
genealogy from both of my parents.
6. I strive to show aloha for everyone I
interact with.
7. I strive to be pono and do the right thing in
all parts of my life.
8. I am haahaha or humble when praised by
others for doing excellent work.
9. The ina (land) is a living sacred being
that I should mlama or protect.
10. I strive to achieve lkahi or harmony with
myself, others, and the environment.
11. I understand my role and kuleana, or
responsibilities and privileges, within my
ohana or extended family.
12. I am not afraid to take a stand (k i ka
pono) when something is wrong.

Strongly
agree

Agree

Somewhat
agree

Neutral

Somewhat
disagree

Disagree

Strongly
disagree

For Cultural Values and Attachment to be considered an asset, an individual must receive an
average (mean) score of 6 or better (equal to Strongly Agree or Agree). Another method
is to add up the points for these questions out of the possible 63 points. If the individual
scores 54 or more, then Cultural Values and Attachment is an asset. (Total points: __ /63)
4

It should be quite obvious, from the two examples on the previous page, that the ability to
identify the extent to which participating haumna can draw upon a particular construct as
an asset depends upon which construct is being addressed. The extent to which lelo
Hawaii can be reliably determined to be an asset requires three questions and a fourresponse Likert scale, while Cultural Values and Attachment requires nine questions and a
seven-response Likert scale. In addition, the scoring for the two constructs differed as well.
Finally, there is a notable difference in the survey questions for the HCC scale and the
Search Institute Youth Assets scale. In creating the HCC scale items, the choice was
made to ask all questions in a positive and affirmative way. This is not completely the
case with the Search Institute items. While most items are asked in a positive way, some
items on Search Institute derived scales take a negative and/or contrary approach in order
to hone in quickly and make a reliable reading of the responding haumnas perceptions,.
Search Institute Youth Developmental Assets Questions
41.
42.
43.
44.

When I dont succeed at something, I try harder or ask for help

I feel disappointed when I hand in schoolwork I know isnt very good
I feel school is a waste of time
I hate to miss school because I enjoy it so much

51.
52.
53.
54.
55.

On the whole, I am satisfied with myself

At times, I think I am no good at all
I feel that I have a number of good qualities
I am able to do things as well as most other people
I certainly feel useless at times

Again, with construction of the HCC Survey component of N pio and N Keiki Surveys,
the choice was made to ask all questions in an affirmative manner.
The tables on the following pages identify the specific items on the survey, the construct
they assess, and the method for scoring each construct or asset.
NOTE: The assets assessments in these surveys produce student self-perception data.
The data are not reported individually however. The data are intended to be reported as
an aggregateas the percentage of the responding students who are considered to have
developed the specific construct characteristic to the level that that it is an asset. Scoring
methods identify the asset as either being present or not being present. Either-or. And the
school report then lists the percentage of students whose responses indicate they HAVE
that particular asset.
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Specific Constructs, Survey Items, and Scoring

Tables below identify constructs (or assets) measured in N pio Survey, survey items
addressing that particular asset, and a brief explanation of how the asset is scored.

N PIO SURVEY CONSTRUCTS

Color key:
HCC Scale Assets and
Intercultural Connectedness

Modified SI Scale Assets

Modified Rosenberg
Self-Esteem Scale Assets

Modified Search Institute Assets

ASSETS

ITEMS

High expectations

20-23, 59-60

Bonding to school

24-29, 47-50

Achievement motivation

30-36

School engagement
Active learning

37-40

41-46

Positive orientation to schoolwork

SCORING

7 pt SA-SD
Mean LE 2, SA or A
7 pt SA-SD
Mean LE 2, SA or A
7 pt SA-SD
Mean LE 2, SA or A
7 pt SA-SD
Mean LE 2, SA or A
7 pt SA-SD
Mean LE 2, SA or A (reverse scoring for 43)
5 pt Most days-Hardly ever/never
70-74 Mean LE 2 75 LE 4

Parent involvement in schooling

70-75

Service to others
Frequency volunteer
Environmental stewardship
Prosocial (including prosocial
values and prosocial orientation)

106
107-108
97-102

GE 2, one or more hours a week

LE 3, monthly or more often
Mean LE 2, some or big influence

Youth programs

103-105

Quality of youth programs

109-112

Spiritual development

88-96

4 pt, 0-5 hours

Sum of 103-105=GE 5
(at least 2 hours per week total)
4 pt, Very often-Often
Youth_prog =1 and Mean LE 2
4 pts, This is a lot like me-This is not like me
Mean LE 2

HCC Scale Assets and Intercultural Connectedness

ASSETS

ITEMS

SCORING

Connection to ohana

61-64, 67-69

Connection to ina

76-78

Cultural attachment

79-87

Cultural issues

113-116

Cultural practices

117-121
123-129

Language

7-9

Intercultural Connectedness

130-135

Rosenberg Self-esteem (modified)

51-58

College aspirations

136-148

ASSETS

7 pt SA-SD
Mean LE 2, SA or A
7 pt SA-SD
Mean LE 2, SA or A
7 pt SA-SD
Mean LE 2, SA or A
5pt I dont know what this is - I do something
about this regularly
Mean GE 3 for at least 2 items & GE 4 for
at least 1 item
3 pt I practice this sometimes (1pt), I
practice this often (2pt), I dont know what
this, I know what this is, I think this is
important (0 pt)
Sum GE 6
4 pt Not at all-Very well
Mean GE 3
7 pt SA-SD
Mean LE 2, SA or A
4 pt SA-SD
LE 2 (reverse scoring for 52, 55, 57)
No asset scoring

N KEIKI SURVEY CONSTRUCTS

ITEMS
SCORING

Connection to ohana

10-15

Connection to ina

16-18

Cultural attachment

19-29

Language

6-9

ICC

30-36

7 pt SA-SD
Mean LE 2, SA or A
7 pt SA-SD
Mean LE 2, SA or A
7 pt SA-SD
Mean LE 2, SA or A
4 pt Not at all-Very well
Mean GE 3
5 pt Daily-Almost never
Mean LE 2, Daily, Weekly

N Keiki / N pio Survey Results School Reports

N Keiki and N pio Survey Results School Reports are an aggregated summary for all
students in the school who took the survey. The results are reported at the school level for
all students taking N Keiki Survey and for all students taking N pio Survey. Aggregated
scores for all HLD-supported Hawaiian Focused Charter Schools are also reported for the
same school year. In addition, longitudinal (multi-year) data is reported for charter schools
who have administered the survey to their haumna over multiple school years. This data is
reported in four sections.

A. Demographics
Bar graphs identify the percentage of responding students by gender, age, grade level,
and Native/Part-Hawaiian or Non-Hawaiian.

B. Assets Score Table

The percentage of students who are identified as having or possessing each particular
asset assessed by the survey is provided in a summary table. The table lists Hawaiian
Cultural Connectedness scale assets in the first section, Search Institute derived scale
assets in the second section. The Rosenberg Self-esteem (modified) asset scale is a
single line, but this scale has not been found particularly reliable when paired with Native
Hawaiian collectivist cultural values. A single Civic Engagement asset line follows, and
this is a composite asset that combines other assets in the survey to derive a composite
civic engagement score.
Finally, the last line is a summary total number of students who answered each question.
(Any haumana is free to skip items she/he does not want to answer. If a student does not
answer a minimum number of questions that are required for a specific construct, that
student may not contribute a survey response for the particular asset in question however.)
The table provides longitudinal data for each asset/construct for the school (on the left side of
the table) and for all HLD-supported Hawaiian Focused Charter Schools (on the right side).

C. Distribution Graphs (Current School Year)

The data for each asset/construct in the table is represented in distribution graphs that
show the current school year responses for the school and for all HLD-supported charters.
The side-by-side bars show the percentage of students in the school who are identified as
possessing the construct at an asset level and the percentage of all surveyed charter
students who likewise possess that construct at an asset level.

D. Trend Line Graphs (Longitudinal Data)

The trend line graphs plot the schools response data for each construct/asset across the
number of years for which the school has survey data.
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Kamehameha Schools

2016