Faculty/Student Mentor Program: Effects on Academic Performance and Retention.
Campbell, Toni A.; Campbell, David E. (1997). Research in Higher Education, v38 n6 p727-42. Retrieved from: https://eric.ed.gov/?id=EJ558379
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examining678Students, gradePS
Grant Competition
Review Details
Reviewed: September 2016
- Grant Competition (findings for Faculty Mentoring)
- Quasi-Experimental Design
- Does not meet WWC standards because equivalence of the analytic intervention and comparison groups is necessary and not demonstrated.
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.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.Grant Competition
Review Details
Reviewed: December 2014
- Grant Competition (findings for Faculty/Student Mentoring Program)
- Quasi-Experimental Design
- Meets WWC standards with 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.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
GPA |
Faculty/Student Mentoring Program vs. None |
After first semester |
Overall;
|
2.50 |
2.20 |
Yes |
|
|
|
GPA |
Faculty/Student Mentoring Program vs. None |
Using all available data |
Overall;
|
2.45 |
2.29 |
Yes |
|
|
|
GPA |
Faculty/Student Mentoring Program vs. None |
After second semester |
Overall;
|
2.32 |
2.14 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 63%
Male: 37% -
Urban
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West
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Race Black 22% Native American 3% Other or unknown 6% -
Ethnicity Hispanic 69% Not Hispanic or Latino 31%
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
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The number of students included in the analysis.
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The mean score of students in the comparison group.
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Study findings for this report.
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Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).