The Impact of Mentorship on At-Risk African American Males' Persistence, Perception of Achievement, and Post Graduate Job Placement at a Middle Tennessee University
Lavallais, T. (2017). Trevecca Nazarene University.
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examining69Students, gradePS
Practice Guide
Review Details
Reviewed: May 2021
- Practice Guide (findings for Mentoring program)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
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 |
|---|---|---|---|---|---|---|---|---|
|
College GPA |
Mentoring program vs. Business as usual |
0 Days |
Full sample;
|
2.77 |
2.12 |
Yes |
|
|
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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Male: 100% -
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- A
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- G
- I
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- J
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- M
- N
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- Q
- R
- S
- V
- U
- T
- W
- X
- Z
- Y
- a
- h
- i
- b
- d
- e
- f
- c
- g
- j
- k
- l
- m
- n
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Tennessee
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Race Black 100%
Study Details
Setting
The intervention was implemented at a campus of Middle Tennessee State University, a public four-year university.
Study sample
The study population consists of at-risk African-American male undergraduate students.
Intervention Group
The intervention condition consists of individual coaching sessions, offered in addition to three two-hour workshops. The three workshops were offered for students in both the treatment and control groups. The workshops followed The Perception of Achievement Curriculum, focusing on academic challenges, academic goal-setting, university engagement and campus involvement, study habits, and Internship/Career Exposure Opportunities. The workshop sessions took place in October-December of Fall quarter. Intervention group students were offered individual 1.5 hour monthly coaching sessions for the remainder of the academic year. The coaching sessions covered a broad range of topics, including academic and personal growth, internship/career readiness, campus engagement, counsel on personal matters, and assistance with any life challenges hindering the student’s focus.
Comparison Group
The control group participated in the workshops and had access to standard student support services, but did not receive the monthly coaching sessions.
Support for implementation
No support for implementation was described.
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.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
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).