Download or read book The Impact of a School based Mentorship Program on At risk Non repeating Ninth Grade Students written by Rhonda R. Bledsoe and published by . This book was released on 2019 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the impact of implementing a mentoring program for at-risk, non-repeating, ninth grade students in an urban school district in the southeastern region of the United States. This study examined the impact of mentoring on the participant’s attendance, behavior, and self-efficacy. The participants in the study consisted of 73 non-repeating ninth grade students. Quantitative and qualitative pre and post data were collected, analyzed, and compared. Findings concluded, the majority of the students benefited from the mentoring program. Significant findings for increasing attendance, behavior, and self-efficacy were discovered after implementing a mentoring program with at-risk youth.

Download or read book Effects of a School based Adult Mentoring Intervention on Low Urban High School Freshmen Judged to be at Risk for Drop out written by Lolalyn Oletta Clarke and published by . This book was released on 2009 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: Numerous longitudinal studies have followed large cohorts of children from disadvantaged backgrounds and found retrospectively that one difference between children who succeed and those who do not is the presence of a supportive, non-parental adult in their lives. Accordingly, burgeoning research is investigating if positive outcomes can be generated by intentionally placing a non-parental adult in a child's life through a mentoring program. One objective of these mentoring programs is maintaining students' engagement in school. This study was designed as a replication and extension of a one-year efficacy study by Holt et al. (2008), which evaluated a manualized, school-based, adult mentoring intervention for youths deemed to be at risk for school drop out. The current study lasted 18 months and included a new cohort of 38 similar low-income ninth graders from Holt et al.'s mid-Atlantic, urban high school. The students were randomly assigned to the mentoring group (n=19) or a control group (n=19). The mentors were trained, volunteer teachers, who received ongoing weekly consultation from the program developer. The students completed surveys at 3 different intervals, and 4 semesters of grades and discipline referrals were obtained from school records. As expected from Holt et al., in comparison to the control group, the youth who were assigned mentors reported significantly more positive perceptions of teacher support and received fewer discipline referrals. By the end of this studyś extended follow-up period, mentored students also reported significantly greater sense of classmate acceptance and had higher grades in mathematics and language arts than the control group. These findings suggest that providing an adult mentoring program for at least 18 months can increase academic success and potentially retain students in school by affecting factors that lead to drop out.

Download or read book The Impact of a School based Mentoring Program on At risk Student Achievement and School Connectedness written by Richard Paul Taylor (Jr.) and published by . This book was released on 2016 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of School based Mentoring on Student Achievement and School Engagement in Elementary Aged At risk Students written by Steven Gutierrez and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to examine the following questions: (1) What is the impact of school-based mentoring on students' academic achievement and school engagement? (2) Is there a difference in academic achievements and school engagement between at-risk students that participate in school-based mentoring for one year in comparison to at-risk students that participate in school-based mentoring for at least two years? In order to answer the research questions above, eighty students (80) were selected to participate in this study. Forty (40) students were grouped together because of their participation in school- based mentoring. The other forty (40) students formed a match paired control group that mirrored the student demographic data of the group receiving mentorship. Archival data using descriptive statistics was used to determine if there were significant differences between student groups with and without school- based mentoring in the areas of student achievement (TAKS Scaled scores in Reading and Math) and school engagement (daily attendance rate). Based on the descriptive statistics used in this study, the following conclusions were observed: (1) Mentored students had a higher student achievement in terms of mean scale score than their control group matches; (2) Mentored students demonstrated greater year-to-year growth in reading and math in comparison to the control group; (3) Although outperformed in mean scale score in reading, mentored students showed tremendous growth in reading-more than doubling the growth score factor for control group students; (4) Mentored students made greater year-to-year improvements attendance rate than their control group matches; lastly, and perhaps most importantly, (5) At-risk mentored students had higher student achievement than non-risk identified control group students; thus, eliminating the achievement between at-risk students and their non-risk identified peers.

Download or read book Home School Community Mentorship Program for At Risk Ninth Grade Students written by Dr Shirley Payne and published by Lowbar Publishing. This book was released on 2016-04-25 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a doctoral dissertation that deals with home-schooling of at-risk ninth graders. It is an excellent book for research and future development of educational programs for inner-city youth.

Download or read book Impact of School based Mentoring Programs on Student Engagement written by Jonathan G Ingraham and published by . This book was released on 2019 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: At-risk students can fall behind their peers in school and social situations. In addition, without intervention, at-risk students may not transition into adulthood successfully. The purpose of this research is to explore how school-based mentoring programs can impact student engagement. During the 2017-2018 school year, seventeen at-risk students were chosen to participate in pilot mentoring program. Results indicate that participating in a school-based mentoring program has a positive impact on student engagement. Mentoring programs have a low impact on families and can incorporate social and emotional skills. Mentoring programs can also provide students with access to the forty developmental assets. Social and emotional learning and the forty developmental assets are key intervention strategies that can be utilized in the top tier of the multi tiered system of support. The top of this three-tiered pyramid, provides at-risk students individualized support. Students with a higher rate of student engagement will have an increased motivation to progress in their education and participate in school activities. Increased student engagement is positively correlated to an increase in student optimism towards learning, amount of interest towards school and an increase in passion.

Download or read book Handbook of Youth Mentoring written by David L. DuBois and published by SAGE Publications. This book was released on 2013-04-30 with total page 601 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thoroughly updated Second Edition of the Handbook of Youth Mentoring presents the only comprehensive synthesis of current theory, research, and practice in the field of youth mentoring. Editors David L. DuBois and Michael J. Karcher gather leading experts in the field to offer critical and informative analyses of the full spectrum of topics that are essential to advancing our understanding of the principles for effective mentoring of young people. This volume includes twenty new chapter topics and eighteen completely revised chapters based on the latest research on these topics. Each chapter has been reviewed by leading practitioners, making this handbook the strongest bridge between research and practice available in the field of youth mentoring.

Download or read book Altering Trajectories Fostering Academic Resilience of Repeating Ninth Grade Students at High Risk of Dropout written by Selena Christina Barajas-Ledesma and published by . This book was released on 2017 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study aimed to examine the risk factors of repeating ninth grade students participating in a dropout prevention program. While research has explored the experience of first time ninth grade students, this study examines the experience of students the year after they have not successfully passed their first year of high school and are labeled as repeating ninth graders. In addition, it aimed to identify the promising practices employed by the counselors in the program to mitigate risk factors. Using a convergent parallel mixed methods model, this study included a quantitative inquiry in which compared program and non-program participants academic, attendance and behavioral indicators, pre and post intervention. The qualitative inquiry included semi-structured interviews of the counselors serving the program participants. Program participants demonstrated a statistically significant reduction in fails. These students also began the program with significantly higher risk factors including a higher number of fails, behavior marks and credit deficiency than non-program participants. Furthermore, key risk factors included lack of information, hopelessness by student and by school staff and systemic barriers. Promising practices by the counselor included facilitating access to educational opportunities through their own social capital and serving as an advocate for students and their families. The findings of this study offer insight into the complex and dynamic factors that influence student dropout and the practices that may alter their educational and life trajectories.

Download or read book Peer Mentoring written by Michael Hardegree and published by . This book was released on 2012 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the potential academic impact that a trained peer mentor, would have on first time ninth grade students. Specifically, the study was aimed to measure the academic performance of ninth grade students by focusing on the interim assessment, which is a summative pre and post- test aligned to End of Course Test content weights and is used to assess students at the end of each term or semester. The study addressed whether there is a difference in post-test interim assessment scores, passing rates, and numerical averages in Integrated Algebra I by examining first time ninth grade students who receive assistance from a trained mentors (Group 1) and first time ninth grade students who did not receive peer mentoring assistance.

Download or read book The Ninth Grade Opportunity written by Scott Habeeb and published by iUniverse. This book was released on 2008-12 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: Across the country, high school freshmen have the highest rates of failure, discipline problems, and truancy. Defined as the "make it or break it" year, ninth grade can be a trying time for teenagers learning to make their own way in the world. The Ninth Grade Opportunity provides educators with a useful framework to build and implement a team-based Freshman Transition program, ultimately allowing teachers to play an integral role in ensuring every student's success. Scott Habeeb, Ray Moore and Alan Seibert have over 60 years of combined experience as teachers and administrators, and together have compiled a guidebook centered around a teaming approach that empowers teachers to better meet freshmen needs. Based on concepts behind their popular Freshman Transition workshops, the authors share ideas about why and how teaming teachers works and how it can benefit schools. Road maps provide guidance for teachers to learn specifically how to create a program built around key elements such as: Standardized expectations Learning skills Classroom leadership Parent/teacher contact Educators everywhere will benefit from the practical advice, expert insight, and helpful tips that transform the ninth grade problem into The Ninth Grade Opportunity, ensuring a successful transition for every high school student.

Download or read book A College and Career Mentoring Program for At risk 9th Grade High School Students written by Kristen Lagos and published by . This book was released on 2021 with total page 247 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this project is to create a program that brings college and career awareness to incoming 9th-grade students that have been identified as being at risk of dropping out of high school, being retained in the ninth grade, and those who are less likely to be promoted to the 10th grade. Students who have been identified will significantly benefit from having a college mentor. Mentors will bring college and career awareness to 9th-grade students who have been identified as being at risk. The mentors and mentees will have the necessary resources such as computers, career and university requirements, financial aid information, information on the college application process, and career exploration. Mentors and mentees will also learn about college expenses and different career pathways and choose what best meets their needs. Having a mentoring program will help 9th-grade students develop relationships with their mentors to improve academic achievement and college and career awareness. The College and Career Pathway Mentoring Program will bring awareness to 9th-grade students of higher education's importance and promote career mindfulness. Having a college student as a mentor will hopefully help establish a positive relationship cultivating, improving, and facilitating academic achievement. The program will help mentors improve and increase their leadership skills through mentoring 9th-grade high school students. Through the College and Career Pathway Mentoring Program, the students in the program will have academic and emotional support from their college mentors and school counselors that will, in turn, enable students to have a smooth transition from middle school to high school. To better understand the needs of at-risk 9th-grade students and the importance of developing a College and Career Pathway Mentoring Program, it is essential to review and analyze the issues involved in the research, which will be discussed in the following chapter.

Download or read book A Case Study of the Impact of High School Interventions for Ninth Graders Academic Performance written by Marisa Calvi-Rogers and published by . This book was released on 2018 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods case study examined the effectiveness of a set of ninth grade intervention programs on improving the academic performance of the ninth graders in a single urban high school in Connecticut. The interventions focused on the academic performance of ninth graders, since those who pass all of their courses in their first year have a greater chance of graduating within four years. School improvement/accountability plans include targets for four-year graduation rates as a measurement for this high school. The literature review is categorized into four areas - significance of ninth grade success; peer mentor programs; Response to Intervention (RTI) policies known as Scientific Research Based Interventions (SRBI); and chronic absenteeism. Quantitative data sources included ninth graders who failed one class or more and the number of days absent from school. Within the population of failing ninth graders those who received SRBI interventions, participated in team study halls and/or participated in attendance meetings were also examined. Additional data included surveys and interviews completed by ninth graders, senior peer mentors, and teachers involved with the interventions or who served as club advisors or coaches. The interventions were intended to: (a) reduce the number of failures; (b) to improve attendance; (c) to improve the students' ability to graduate within four years; and (d) to provide ways for ninth graders to feel connected to their high school. The results showed decreases in course failures and an increase in four-year graduation rates. From 2013 to 2017, the percentage of failing freshmen remaining on-track to a four-year graduation rate increased from 0% to 64%. The school-wide interventions, such as the peer mentor program, helped ninth graders to build positive connections with their senior mentors and increased involvement in school activities. Based upon feedback from both the ninth graders and their teachers, the high school experience course was successful in helping students to build individualized career plans. All of the interventions provided opportunities for ninth graders to make important connections and these connections helped the ninth graders to have an easier transition to high school.

Download or read book A Mentor Program to Assist in Increasing Academic Achievement and Attendance of At risk Ninth Grade Students written by Harry Davis and published by . This book was released on 1988 with total page 590 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Impact of the Federal School Based Student Mentoring Program NCEE Evaluation Brief NCEE 2009 4074 written by National Center for Education Evaluation and Regional Assistance (ED) and published by . This book was released on 2009 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Office of Management and Budget requested that the Institute of Education Sciences (IES) oversee an independent impact evaluation of the federal Student Mentoring Program, and in 2005 IES contracted with Abt Associates and its team of subcontractors (Branch Associates, Moore and Associates, and the Center for Resource Management) to conduct the study. This three and a half year evaluation is designed to describe the grant-funded programs and to estimate their impact on a range of student outcomes. Findings reveal that school-based mentoring programs can provide at-risk students with guidance, academic assistance, and new experiences. But mentoring programs under the federal competitive Student Mentoring Program grants had no statistically significant impacts on student-level outcomes after one school year. [For the full report, "Impact Evaluation of the U.S. Department of Education's Student Mentoring Program. Final Report. NCEE 2009-4047," see ED504310.].

Download or read book Using Structured Peer Mentoring to Improve the Academic Achievement in Ninth Graders written by Joshua G. Way and published by . This book was released on 2010 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of a Mentoring financial Incentive Program on At risk High School Students written by Sean Timothy Galvin and published by . This book was released on 2015 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods study describes some outcomes of "Champions of Wayne," a privately funded mentoring/incentive program at an impoverished high school near Detroit. Over 500 students enroll in the program annually. The program involves providing high school students who choose to participate both adult mentoring and a $200 incentive to improve one's grades each semester. The quantitative component of this study analyzes GPA data, while a multiple case study of six participants explores mentoring relationships and experiences. In a comparison of the GPA of participants versus non-participants, program participants significantly improve their grades when compared to those student who do not participate in the program. The study revealed that though students initially enroll because of the $200 incentive, they describe the achievement and mentoring to be most influential in the end. A trusting relationship with an educationally successful adult has potential to make a particularly positive impact on an at-risk student from a family with little (or no) educational tradition. The study concludes with recommendations for school leaders interested in implementing a similar program, as well as a speculative discussion of how the program may have a ripple effect on other teacher-student relationships and the overall culture of the school.

Download or read book Participant Perceptions of the Effectiveness of Two School Based Mentoring Programs for At risk African American Female High School Students written by Libby Ann Adjei and published by . This book was released on 2015 with total page 490 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to determine participants' perception of the effectiveness of a mentoring program on at-risk African American at-risk female high school students. Thie qualitative study relied on a phenomenological research approach utilizing respondents' interviews and focus group data. The one-on-one interviews were analyzed using McMillian and Schumacher's (2001) methodology. The four patterns that emerged: (1) impact of WOD on peer relations, (2) impact of WOD student achievement, (3) impact of WOD on religious beliefs, and (4) impact of WOD on school connectedness. The focused group data was analyzed using Northcutt and McCoy's (2004) methodology. The critical core affinities were: (1) effect of shared stories, (3) impact of bonding on WOD members, and (3) impact of relationship building on WOD members.