Download or read book The Impact of an Advisor advisee Mentoring Program on the Achievement School Engagement and Behavior Outcomes of Rural Eighth Grade Students written by Christopher J. Herrick and published by . This book was released on 2010 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Impact Evaluation of the U S Department of Education s Student Mentoring Program Final Report NCEE 2009 4047 written by Lawrence Bernstein and published by . This book was released on 2009 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report summarizes the findings from a national evaluation of mentoring programs funded under the U.S. Department of Education's Student Mentoring Program. The impact evaluation used an experimental design in which students were randomly assigned to a treatment or control group. Thirty-two purposively selected School Mentoring Programs and 2,573 students took part in the evaluation, which estimated the impact of the programs over one school year on a range of student outcomes. The evaluation also describes the characteristics of the program and the mentors, and provides information about program delivery. The Student Mentoring Program is designed to fund grantees to enable them to provide mentoring to at-risk students in grades 4-8. The ultimate goal of the program is to improve student academic and behavioral outcomes through the guidance and encouragement of a volunteer mentor. Seventeen total impacts in the domains of academic achievement/engagement, interpersonal relationships/personal responsibility, and high-risk/delinquent behavior were measured. The main finding of the Impact Study was that there were no statistically significant impacts of the Student Mentoring Program for the sample as a whole on this array of student outcomes. However, there was some scattered evidence that impacts were heterogeneous across types of students. In particular, impacts on girls were statistically significantly different from impacts on boys for two self-reported scales: Scholastic Efficacy and School Bonding, and Pro-social Behaviors. For boys, the impact on Prosocial Behaviors was negative and statistically significant. For girls, the impact on Scholastic Efficacy and School Bonding was positive and statistically significant. The impact on truancy was negative and statistically significant for students below age 12. There were negative associations between program supervision of mentors and site-level impacts on three of the seventeen individual outcome measures: Pro-social Behaviors, grades in math and social studies, and a positive relationship with the outcome of school-reported delinquency. The report also presented results demonstrating that the Student Mentoring Program represented a fairly low level of intensity in terms of service: although grantees, on average, adhered to the general intents of the legislation and program guidance, they were simultaneously constrained by the limits of the school calendar and the population from which to draw mentors. Thirty-five percent of the control group students reported receiving mentoring either from the program or elsewhere in the community; this finding, coupled with the fact that not all treatment group students met with a mentor, reduced the treatment contrast and may have led to some dilution of the impacts on students compared to expectations. Seven appendices are included; (1) Sampling Design and Methodology; (2) Survey Instruments; (3) Construction of Student Outcome Measures; (4) Impact Analysis Results on Original Student Survey Scales and Measures; (5) Sensitivity Tests; (6) Standard Errors and Confidence Intervals of Main Effects; and (7) Site-Level Predictors and Impacts. (Contains 109 footnotes and 122 exhibits.) ["Impact Evaluation of the U.S. Department of Education's Student Mentoring Program. Final Report" was written with the assistance of Christine Dyous, Michelle Klausner, Nancy McGarry, Rachel Luck and William Rhodes.].

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 Impact of an After school Mentoring Program written by Bedengére Burrow and published by . This book was released on 2020 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the research was to determine the effect a mentoring program had on the behavior, student engagement, and self-esteem of female students. Surveys and interviews with open ended questions from a middle Tennessee school district were collected for this mixed-methods research design. A thematic content analysis was used to compile the opened-ended question interview responses. The participants consisted of middle school grade adolescent females from two different programs and mentors from each program: 35 girls and 5 mentors. The findings showed there was a change in behavior, student-engagement, and self-esteem. Findings showed a need to conduct study on a broader level.

Download or read book Mentoring At risk Youth A Case Study of an Intervention for Academic Achievement With Middle School Aged Students written by and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Students without caring, positive role models often make poor decisions. School personnel are aware of the need to help these students be productive members of society; therefore, they examine strategies and reforms to reach them. A mentoring program is one such intervention that is gaining in popularity. This research study examined a mentoring program entitled the LISTEN (Linking Individual Students To Educational Needs) Mentoring Program that I developed in 2003. For the purposes of this research, the mentoring program was developed and implemented in one middle school in Northeast Tennessee. The goal of the LISTEN mentoring program was to identify at-risk students and provide them with positive adult role models, who were not necessarily their classroom teachers. The mentors worked with the students to assist in developing positive behaviors and better decision making skills. The implementation of LISTEN was assessed throughout this study. The second component of the investigation focused on program perceptions by teachers and students. The final component of this research centered on recommendations for improving the program and enhancing the programÂs components for further development. This experimental study analyzed archival data from 2004-2005 to determine the effects of the LISTEN mentoring program on identified at-risk students in grades 6 through 8 in a Northeast Tennessee middle school. Specifically, the study investigated the effects of a mentor program on students grade-point average, discipline referrals, and attendance records. Findings indicated that there were significant differences in students grade-point averages, school attendance, and discipline referrals from 1 school year to the next among students who participated in the LISTEN mentor program. Students grade-point averages increased significantly from 2003-2004 to 2004-2005 for 5 of the 6 six-week grading periods and for the entire year. Mean numbers of student discipline referrals and.

Download or read book The Effects of Student Response Systems on Eighth Grade Pre Algebra Students Achievement and Engagement written by Lauren Fulham Happel and published by . This book was released on 2012 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Warriors Mentor Warriors written by Melanie Larson and published by . This book was released on 2017 with total page 79 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adolescence comes with a multitude of challenges that students must face, while still positively engaging with other students and teachers within the school environment. Eighth grade students, in particular, face issues pertaining to behavior control and behavior problems, which in turn impacts their ability to be successful in a school setting. Cross-Age Mentoring Programs (CAMPs) have been shown to improve youth behavior when youth are matched with individuals who act as positive role models over an extended period of time. The primary function of CAMPs is to assist mentors and mentees in building a strong relationship that consists of trust and empathy, which in turn leads to the ability for mentors to lead mentees towards the achievement of goals. The purpose of this action research study was to introduce an innovation aimed at helping eighth grade students improve their behavior control and behavior problems. The innovation consisted of a nine-week CAMP that paired eight eighth graders with eight eleventh graders at a charter school in Phoenix, Arizona. Mentors and mentees met twice a week before school with the purpose of addressing the behavior control and behavior problem goals that they co-created. Mixed-method data were collected: the quantitative data collection tools were pre- and post-intervention mentee surveys and teacher weekly behavior reports, and the qualitative data collection tools included mentee and mentor journal entries, researcher observations, and mentoring conversation checklists. Results showed that mentors and mentees were able to develop positive close personal relationships with one another, as seen in the researcher observations. In addition to the development of positive relationships, researcher observations, and journal prompt entries provided data to support mentees meeting their goals and mentee self-identification of positive improvement in behavior problems and control. Conversely, there were no significant changes in behavior control and behavior problems as reported on the survey and teacher weekly behavior reports. Attendance and retention of students created challenges in accurately assessing the results of this program; however, consistent with the literature, this study suggests that CAMPs should be sustained longer and with consistent attendance to achieve goals.

Download or read book Impact of School based Mentoring written by Joel Beyenhof and published by . This book was released on 2015 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to analyze and compare the impact of involvement of students in TeamMates mentoring program compared to a matched sampling of students not in the school-based mentoring program. This study analyzed and examined the impact of involvement in the TeamMates mentoring program through the results of the Iowa Assessment for each student by review of their growth or change in assessment scores based on standard score results for the areas of reading comprehension, math total, and science. Comparisons were also made for the selected students in the mentoring program and the matched sampling group for unexcused absences and office referrals. This analysis was completed using a pretest and posttest methodology to examine the impact of school-based mentoring program on student achievement. The study used a quasi-experimental model using matched sampling technique for students with a mentor and students without a mentor. Data points used in the study included the standard scores from the student's Iowa Assessment in the areas of math, reading, and science. In addition, data points of office referrals and student attendance were also used. Analysis of the data was completed using a repeated measure two-way repeated measure Anova and Chi-Square tests utilizing an Excel program and SPSS software. While this study did not find any statistical significance between involvement in the school-based mentoring program, with respect to the student's data from the Iowa Assessments in the areas of reading, mathematics, and science or their attendance or office referral data, there is support, found in the review of literature, for the usage of a school-based mentoring program. While the effect size of this research is rather small, there is also research and support for the qualitative indicators supporting the benefits of school-based mentoring. In addition, the small sample size used in this study may also have been a factor in the quantitative findings of this study.

Download or read book A STUDY TO DETERMINE THE EXTENT TO WHICH A SCHOOL BASED MENTORING PROGRAM AFFECTS THE ACADEMIC ACHIEVEMENT AND SOCIAL BEHAVIORS OF AFRICAN AMERICAN MALES IN A SUBURBAN MIDDLE SCHOOL written by Etlen, III (James Samuel) and published by . This book was released on 2017 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract of the Study Schools are faced with the challenge of identifying creative ways to ensure the success of all students. The academic achievement gap that persists between African-American students and their counterparts along with the disparate impact of disciplinary practices are issues that educators continue to seek solutions to address. Helping all students achieve academically is difficult; however, when confronted with issues like poverty, broken families, and crime helping students succeed in school becomes even more challenging. Although some progress has been noted, it has been well-documented that African-Americans continue to underperform and lag behind their counterparts academically (McMillian, 2003). The purpose of this study is to examine the impact, if any, a school-based mentoring program had on the academic achievement and appropriate social behaviors of African-American male participants when used as an intervention. The participants in this study attended a suburban middle school, located just outside the city of Philadelphia, and attended this school from 2012 through 2015. The study examined grade point averages, standardized test results, and disciplinary data from two groups of students: the African-American male students who participated in the mentoring program and the remainder of the African-American male students that attended this school during the same period. Data from both the control and experimental groups were examined to determine if students who participated in the mentoring program at any point throughout middle school had an improvement in their grade-point averages, standardized test performance, or lower rates of disciplinary referrals than the group that did not participate in the mentoring program.

Download or read book The Statistical Impact of Faculty Mentoring Programs on Ninth Grade Student Achievement written by Kevin Miller and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students' transition from middle to high school is challenging on many levels. Research has shown that students who perform poorly academically during their freshman year are more likely to graduate later or drop out of school altogether. By studying the literature surrounding the transition to high school, I will identify elements of effective transition programs (the totality of transition activities a district employs). This will be a convergent mixed method study, where I will use Social Support theory as a framework to examine the statistical significance of faculty mentoring programs impact on grade student achievement during the 2018-2019 school year. I will survey principals and assistant principals in schools that have mentoring programs to assess the characteristics and perceived effectiveness of the programs. High schools in two suburban New York counties will be surveyed to assess the correlation, if any, that exists between number of hours spent in a faculty mentoring program, whether a school has a faculty/student mentoring program and percentage of economically disadvantaged students and the number of course failures in ninth grade during the 2018-2019 academic year. I will also study themes and patterns of established faculty mentoring programs.

Download or read book Resources in education written by and published by . This book was released on 1991 with total page 984 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of a Holistic School based Mentoring Program on Middle School At risk Students written by Stacy Edwin Calton and published by . This book was released on 2010 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Effects of School based Mentoring on Black Male Student Achievement and Peer to Peer Relationships written by Theodore Robinson and published by . This book was released on 2017 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: The impact of mentoring programs on African-American male students is a problem that needs continuous attention and ongoing efforts to address. The research was non-experimental and utilized a cross-sectional design to assess the effects of mentoring on African American males peer to peer relationships. The population used consisted of seventh and eighth grade African American male students who participated in a school based mentoring program. There was no statistical significance found in areas of age, parent's marital status or the socio-economic status of the participants, parents' income. Positive conclusions were determined and discussed as a part of the qualitative data.

Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

Download or read book The Effects of Arts integrated Curriculum on the Academic Achievement and Engagement Levels of Urban Eighth Grade Students written by Susan R. Rome and published by . This book was released on 2000 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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.