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ERIC Number: EJ940736
Record Type: Journal
Publication Date: 2011-Sep
Pages: 16
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0090-4392
Randomized Evaluation of a Single Semester Transitional Mentoring Program for First Year Middle School Students: A Cautionary Result for Brief, School-Based Mentoring Programs
McQuillin, Samuel; Smith, Bradley; Strait, Gerald
Journal of Community Psychology, v39 n7 p844-859 Sep 2011
School-based youth mentoring is popular in the United States. There are reasons to believe that school-based mentoring might be beneficial, but research has found primarily small effects and some negative effects. This study describes a formal evaluation of a single semester mentoring program that was implemented within the context of a school-university-community partnership. Middle school students were randomly assigned to a school-based mentoring program (n=60) or a control group (n=60) during the first semester of middle school. Results suggest that random assignment to the mentoring program designed to ease the transition to middle school was associated with statistically significant decreases in reading grades and null effects on other measures, including school and teacher connectedness. These results reinforce the need to evaluate mentoring programs on a case-by-case basis and continue to innovate in the area of school-based mentoring until robust, replicable evidence-based procedures are identified. (Contains 1 figure and 2 tables.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A