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ERIC Number: EJ1107365
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1537-7903
Effectiveness of a Combined Tutoring and Mentoring Intervention with Ninth-Grade, Urban Black Adolescents
Somers, Cheryl L.; Wang, Dan; Piliawsky, Monte
Journal of Applied School Psychology, v32 n3 p199-213 2016
This quasi-experimental study examined the effectiveness of a combined tutoring and mentoring intervention for urban, low-income Black youth during the transition to high school. Participants were 118 ninth-grade students (experimental n = 69; comparison n = 49). After 7 months in the intervention program, students in the experimental group showed significant improvement in grade point average, perceived support for educational commitment and attainment, and perceived support from school. Results indicate that this approach was beneficial for these students through the transition to high school and may eventually increase high school graduation rates among these urban youth by helping with this pivotal adjustment to ninth grade.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A