No statistically significant positive
findings
Meets WWC standards without reservations
For:
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Grant Competition (findings for U.S. Department of Education’s Student Mentoring Program (SMP))
Rating:
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Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Characteristics of study sample as reported by study author.
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Female: 62%
Male: 38%
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Urban
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Setting
The study took place at a public elementary school within a school district that had some of the highest dropout rates in the city.
Study sample
The comparison condition had six boys and seven girls, while the intervention condition had four boys and nine girls. Forty-two percent of students were African American, 39% were Mexican American, and 19% were Caucasian.
Intervention Group
In the Spring, before students were assigned to mentoring, they took the connectedness survey and achievement test in a large room with students who would be assigned to the comparison condition. The Stephen's Kids Developmental Mentoring program, developed at St. Stephen's Episcopal School, was a year round program where children participated in academic and recreational activities; had opportunities to develop academic and social skills, attitudes, and knowledge; and were exposed to activities, cultures, and people within the mentor-mentee relationship. The students met with mentors monthly during Stephen's Kids Saturdays, and then during a two-week summer program. The nine Saturday meetings that occurred during the school year (September-May) provided academic enrichment classes in the morning, followed by afternoon social connectedness activities with the mentor.
The summer enrichment program lasted eight hours a day for six consecutive days. During the program students participated in classes integrating activities in multiple academic subjects (math, science, writing, and computers) that culminated in a final project. Parental involvement was encouraged throughout.
A year after students took the baseline measures, they again took the connectedness survey and achievement test in a large room.
Comparison Group
Comparison condition students were from the same public school as intervention condition students and they were statistically equivalent across age, gender, and ethnicity. Comparison condition students took the pre- and post-test measures in a large group format in the same room as intervention condition students. Pretest was conducted in the Spring before random assignment while the posttest was conducted in the Spring of the following year. Students were given movie passes for taking the assessments, which were collected by a researcher. The authors do not provide more explanation of what may be assumed to be a business-as-usual comparison condition (i.e., not receiving mentoring).
Support for implementation
Students selected to be mentors received a two-day training at the beginning of the program and monthly one-hour group supervision. Researchers administered and collected the WRAT-3 and connectedness scale. The authors were also part of the team that created the mentorship program.