MENTORING ACADEMICALLY AT-RISK STUDENTS: WHAT ARE THE EFFECTS

Abstract

The purpose of this study was to determine if participating in the mentoring program Movement Towards a Future had any effect on a student’s academic achievement and yearly attendance. By analyzing the number of credits obtained each year and the number of absences by year, a matched sample t-test was conducted to determine if there was any significant difference between the matched pairs. A total of 50 students made of the 25 matched pairs participating in the study. Students participating in Movement Towards a Future were matched with students not participating in Movement Towards a Future by the socio-economic status, race, gender, and family composition. It was determined that students participating in Movement Towards a Future earned significantly fewer credits during their first year of high school when compared to non-participants. In years two, three, and four the significant difference between the two groups disappeared. Attendance data between the two groups never revealed any significance in years one, two, three, and four of high school.