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ERIC Number: ED451789
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 9
Abstractor: N/A
The Rosen Scholars Program: A New Design for Mentoring Disadvantaged Youth for Postsecondary Success. Evaluation Summary.
The Rosen Scholars Program was a privately funded program for the support and mentorship of talented disadvantaged urban youth. After 6 years of planning and operation, the program was evaluated to assess effectiveness in terms of program objectives and outcomes. The evaluation was conducted by doctoral candidates from Teachers College, Columbia University, New York. The stated goal of the Rosen Scholars Program was to provide capable disadvantaged college-bound students with the resources and support they needed to enroll in college and complete their freshman year successfully. Each year, one or two high school sophomores from two comprehensive New York City high schools were selected through a systematic, competitive process, and these students were mentored from 11th grade through the freshman year in college. Mentoring support included assistance in college selection and application, enrichment opportunities, social skills development, personal development support, and support in the transition to college. The scholars were mentored by a group of highly successful business people, academicians, and psychologists, rather than by a single mentor. The Program defied current wisdom about the importance of linking mentees to mentors with similar social, class, gender, or racial characteristics, and defied the notion that good mentors must be trained. The Program's results support the assertion of the research literature that mentoring has a powerful impact on students who lack family resources and are in the high range of academic ability. Evaluation findings show that the Program distinguished itself from other larger mentor programs in its ability to establish a developmental style of mentoring. (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A