The problem addressed in this study is the high dropout and poor graduation rates among at-risk students attending Title I high schools in Virginia. The purpose of this causal comparative study was to (a) assess current levels of school connectedness, achievement focus, student persistence, grades, and attendance of at-risk high school students in a Title I high school in Virginia, (b) examine the extent to which students who participate in the STA[superscript 2]Rs Mentorship program significantly increase on these measures, and (c) determine if those students who participate are significantly different on post measures than those who did not participate. Twenty-five students participated in the intervention group, and 23 students participated in the control group. Intervention group participants were assigned a mentor and met with them once a week for 12 weeks. Measures of all variables of interest were collected prior to and after the intervention period. A mixed MANOVA was computed. A significant main effect for Time followed by dependent t-tests revealed significant increases from pre- to post-intervention for all but attendance. A significant main effect for Group followed by independent t-tests revealed significant differences between the intervention and control groups on all variables except attendance, with the intervention group reporting significantly higher gains. The findings align with existing researchers suggesting that targeted mentoring interventions can lead to positive outcomes related to student connectedness, student persistence and achievement focus and is consistent with the theoretical expectations that mentoring interventions can bring about changes in specific domains. Wider implementation of intentional mentorship strategies is recommended across Title I high schools. Ongoing monitoring and evaluation of best practices related to mentoring and other dropout prevention strategies should be conducted to determine additional ways to address students' needs outside of the mentorship relationship within a school setting. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]