Sharon Smith & Stuart Goodall

1. Sharon Smith & Stuart Goodall An evaluation of the impact of dedicated Learning Mentors in raising aspiration and attainment in non selective secondary schools January 2009 Sharon.smith@canterbury.ac.uk Stuart.goodall@canterbury.ac.uk

2. The AHKM Partnership A cross-sector partnership funded to widen participation in higher education, comprising: • 5 HEIs • 7 FECs • 2 Local Authorities • 50 partner schools Serviced by a central core team

3. AHKM research • Dedicated research and evaluation team • Clear criteria for selection of schools and students • Student tracking using a central database • Quantitative and qualitative data shared regionally and nationally

4. Partner schools and Learning Mentors Identified schools are invited to join the partnership on condition that: • The school engages a dedicated AHKM Learning Mentor (LM) who will be trained to CWDC standards by the Partnership • Identification of targeted cohort • Collection of information on each targeted student • Tailored programme of support for each student • The LM liaises with other agencies e.g. Connexions

5. The AHKM Learning Mentor & the AHKM Mentee • Mentee • No parental experience of Higher Education • Has a background of disadvantage or • Disabled learners, Looked after children AND • Year 9-13 who have shown an aptitude to succeed at GCSE but are at risk of underachievement • Learning Mentor • To develop a 1:1 mentoring relationship with students needing particular support • To encourage and facilitate mentees’* participation in Aimhigher activities • To influence decisions affecting the students’ choices of pathways at 16+ and to ensure that they can achieve appropriate qualification levels • *And AHKM general cohort

6. What do we mean by Mentoring? There was significant evidence to suggest that the AHLMs were providing pyscho-social support where students were reliant on them for personal support , encouragement and enhancing their self-esteem.

7. Impact Measures To what extent does Mentoring contribute to increased motivation, attainment and progression? • Achievement – contributed to an increase in GSCE attainment (from predicted) • Progression – positive contribution to progression at age 16 and 18

8. Impact on attainment and achievement • School level and individual level data • Fischer Family Trust data (FFT predictions at Year 9) • GCSE performance results

9. Data collection and recording Identify student cohort Baseline attitudes and aspirations Collate FFT data Record AHKM Participation Examine qualitative and quantitative data and measure change • Collate attainment and • progression data • Attainment from LA • Progression from Connexions • and UCAS Administer end of year/period evaluation

10. Impact on Attainment at school level

11. Comparison group: non AHKM participants with same FFT estimate APS Impact on Achievement at individual level AHKM LM has been a highly successful "change agent" and the activities and opportunities provided have engaged our students to aspire to and progress onto University. This has also changed attitudes of our students to the value of academic endeavour. The AH initiative has been one of the most important and influential over the 15 year history of the [partner school].” Head Teacher

12. Impact on Achievement at individual level

13. Impact on progression at school level Due to the enthusiasm and determination of our mentor, more students are being motivated to consider the FE/HE route – Head Teacher Aimhigher has helped me a lot, mentoring helped me especially, I have a better understanding and it has given me extra motivation to succeed Mentee Year 10-12

14. Impact on progression at individual level • A tracking study of 482 mentees in 2007-08 found that 81% stayed on in school or education • HE progression

15. Challenges • Use of FFT data (Year 9) • Matching student data- different sources • Control groups • Exploring in depth, the relationship between participation and impact on attainment and progression