Expected Mentoring Benefits

➔ Improved school achievement

➔ Increased graduation rates

➔ Increase in self-esteem

➔ Increased school attendance

➔ Increase in securing entry-level jobs

➔ Increase in community service activities

➔ Decrease in discipline referrals

➔ Decrease in early pregnancy rates

Impact of Mentoring Benefits

The Commonwealth Fund’s survey (McLearn, Colasanto, and Schoen, 1998) reported the following additional benefits:

➔ 62% of students improved their self-esteem

➔ 52% of students skipped less school

➔ 48% of students improved their grades

➔ 49% of students got into less trouble in school

➔ 47% of students got into less trouble out of school (home and community)

➔ 45% of students reduced their substance abuse

➔ 35% of students improved family relationships

➔ 46% decrease in initiating drug use

➔ 27% decrease in initiating alcohol use

➔ 38% decrease in number of times hitting someone

➔ 37% decrease in skipped classes

➔ 37% decrease in lying to parents

Research on Mentoring

➔ The classroom of a caring teacher can function as a space where it is safe for students to take risks, feel comfortable when those risks do not always work out, and feel nurtured by the adult who leads the classroom community (Perkins, 2010; Zemelman, Daniels, & Hyde, 2005).

➔ Students use positive relationships with their teachers as a secure base from which to take on academic challenges and advance their social–emotional development (Hamre & Pianta, 2001).

➔ At-risk students of color and students in low-income schools show particular benefit from positive relationships with teachers (Decker, Dona, & Christenson, 2006; Green, Rhodes, Hirsch, Suarez-Orozco, & Camic, 2008; Murray & Malmgren, 2005).

➔ Positive teacher–student relationships support students’ adjustment to school, development of social skills, and resiliency in academic performance (Battistich, Schaps, & Wilson, 2004; Birch & Ladd, 1997; Hamre & Pianta, 2001; Wang, Haertel, & Walberg, 1994).

➔ Students who feel connected to the school and an adult within the school are more likely to attend school regularly, stay in school, and graduate (The Centers for Disease Control and Prevention (CDC) (2009)).

➔ Mentoring is an effective strategy for working with youth in at-risk situations and in need of role models and a positive support system (State of California Resource Center, 1999).

➔ When students who have dropped out of school are asked, “Why did you drop out of school?” The typical reply is: “No one cared if I stayed in school or what!” According to The Commonwealth Fund 1998 Survey of Adults Mentoring Young People, eight of ten young people in mentoring relationships have one or more problems that put their health, development, or success in school at risk (Schargel & Smink, 2001, p. 126).

Tutoring and Academic Support Benefits

There is a wide body of research correlating tutoring and academic support to graduation rate.

➔ Comprehensive programs that may include academic tutoring and also other services, such as test taking and study skills assistance, academic advising, mentoring, community service, and financial incentives for school performance, may help students stay in school and graduate (Dynarski et al. 2008)

➔ Academic support provided to youth of disadvantaged backgrounds and features academic tutoring as one of its supports, found that participating students were more likely to graduate from high school (Constantine et al. 2006).

➔ Tutoring that is tied directly to academic subjects (i.e. class reviews, study sessions, and direct support) increases graduation rate (US Dept of Education, 2017).

Key Elements of Tutoring and Academic Support Successful Programs

There does appear to be a consistent profile of the most tutoring programs. The profile includes the following characteristics:

➔ A maximum teacher/student ratio of 1:10

➔ A small student base not exceeding 250 students

➔ A clearly stated mission and discipline code

➔ A caring faculty with continual staff development

➔ A school staff having high expectations for student achievement

➔ A learning program specific to the student’s expectations and learning style

➔ A flexible school schedule with community involvement and support

➔ A total commitment to have each student be a success

Expected Afterschool Programming Benefits

➔ Proponents of after-school programs believe that they have a positive effect on the academic success and social behavior of at risk students.

➔ A study by Posner and Vandell (1999) found that children who participated in quality after-school programs were better emotionally adjusted and had better peer relationships.

➔ After-school programs provide hope and open youth to a wide range of possibilities.

Impact of Afterschool Opportunities

➔ Participating students demonstrated increased achievement, regular attendance, good behavior, and a reduction in grade retention.

➔ Those at-risk students in the lowest quartile on standardized test scores and English Language Learners showed the greatest improvement.

➔ Students also showed improved social skills and behavior which resulted in fewer disciplinary incidents at school and fewer suspensions. (Department of Education, 2002).

Key Elements of Successful Afterschool Opportunities

Peterson and Fox (2004) suggest the following key components of effective programs:

➔ Academic offerings—homework assistance, tutoring, hands-on learning, reading and writing enrichment

➔ Enrichment and accelerated learning—exposure to visual and performing arts, field trips, character education, critical thinking skills, foreign languages, and technology

➔ Supervised recreation—organized sports and sports education

➔ Community service—connects students to the community.