NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ800307
Record Type: Journal
Publication Date: 2007
Pages: 24
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-1937-0814
Mentoring and Standardized Achievement of African American Males in the Elementary and Middle Grades
Anderson, Kenneth A.
Middle Grades Research Journal, v2 n1 p49-72 Spr 2007
This study examined the effects of mentoring on standardized achievement for African American males in the elementary and middle grades. Mentoring has been deemed effective regarding social development and various academic indicators, but scant empirical data is available regarding the effects of mentoring on standardized testing. Thus, standardized test data of African American males participating in a district-wide mentoring program in grades 3-8 were examined over a three-year period. Results show that mentoring can influence standardized test results, while other factors continue to influence these results as well. In addition, alternative insight regarding special education and socioeconomic status is presented based on the results of this study. Recommendations for improving the academic success of African American males through mentoring and other strategies are provided. (Contains 2 figures and 12 tables.)
Institute for School Improvement, Missouri State University. 901 South National Avenue, Springfield, MO 65897. Tel: 417-836-8854; Fax: 417-836-8881; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A