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ERIC Number: ED523915
Record Type: Non-Journal
Publication Date: 2010
Pages: 117
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1243-5782-9
The Impact of an Advisor-Advisee Mentoring Program on the Achievement, School Engagement, and Behavior Outcomes of Rural Eighth Grade Students
Herrick, Christopher J.
ProQuest LLC, Ed.D. Dissertation, University of Nebraska at Omaha
The purpose of this exploratory two-group pretest-posttest comparative survey study was to determine the effect of a team adviser-advisee academic, behavior, and character mentoring program on the achievement, school engagement, and behavior outcomes of eighth grade students determined to be above (n = 21) and below (n = 15) eligibility guidelines for free and reduced price lunch participation during the 2008-2009 school year. For this project, components of student achievement, student engagement, and student discipline were studied among eighth grade students. Student achievement was measured using the Iowa Test of Basic Skills and classroom academic performance. The Iowa Test of Basic Skills include Reading: (a) reading total national standard scores (NSS); Mathematics: (a) mathematics total national standard scores (NSS); and Science: national standard scores (NSS). Classroom performance was measured by the research school districts core curriculum grades (grade point average) for: (a) language arts; (b) mathematics; (c) science; (d) social studies scores; and (e) cumulative grade point average. School Engagement was measured by cumulative participation frequencies for: (a) sports and (b) activities. Behavior was measured by cumulative frequencies for: (a) absences, (b) tardiness, and (c) discipline referrals. The findings of this study indicate that significant growth academically was made over time on standardized tests for all students. There was significant improvement over time in Grade Point Average, and specifically low-income students in language arts, science, and core cumulative GPA closed the gap with non low-income students over time. There were no significant findings in the areas of school engagement or school behavior among the students participating in the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills