1 / 22

National Mentoring Summit

National Mentoring Summit. January 2013. Agenda. Mentor Video Program Description Research Overview Key Findings Conclusions and Continual Improvement Lessons Learned: Mentoring for Academic Gains Action Planning. Video: Be a Mentor. http://www.youtube.com/watch?v=YyK_03DccSY.

maisie-cook
Download Presentation

National Mentoring Summit

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. National Mentoring Summit January 2013

  2. Agenda Mentor Video Program Description Research Overview Key Findings Conclusions and Continual Improvement Lessons Learned: Mentoring for Academic Gains Action Planning

  3. Video: Be a Mentor http://www.youtube.com/watch?v=YyK_03DccSY

  4. Program Model • Afterschool, Summer, High School Placement • 650 hours/year, + 1000 hours in school • Weekly academic mentoring • Accelerated lessons, college trips, career exposure • Positive culture and youth development approach

  5. Only 2% of nonprofits have this “gold-standard” randomized research RCT Study Design$4 million over 7 years Randomized Control Trial (RCT) Study: funded by Wallace, WT Grant, Smith Richardson, Spencer, Atlantic Philanthropies, Bank of America

  6. Randomization – in Brief Hear about HA at school, neighborhood, etc. 2. Interview 99% - enter lottery. 3. Lottery 50% enter program: “treatment” “Treatment” Access to full program – may never attend. Annual testing ($120 payment), surveys, Follow-up from researchers “Control” Never able to access program. But given list of other after-school & summer options

  7. Researchers • Dr. Jean Grossman • Princeton University, P/PV, MDRC • Dr. Leigh Linden • Columbia University, University of Texas- Austin • Dr. Carla Herrera • P/PV

  8. Outcome Measures Collected • Hypothesis: - With high dosage and structure, Higher Achievement would have a measurable impact on academic outcomes and high school placement, by first impacting attitudes and behaviors. • 2 key outcomes: • Standardized Test Scores • Application, Acceptance to, and Matriculation at Competitive High Schools Other outcomes of interest: • Behavior • Academic Attitudes • Perceptions of Peer and Adult Support • Participation in HA and Other OST Programs • Engagement in Academic Activities and High School-Related Activities

  9. Key findings

  10. Two-year follow-up study “Higher Achievement’s intensive year-round program had a significant impact on youth’s standardized reading and math test scores.” “The longstanding Higher Achievement model is making a difference in the academic lives of motivated, at-risk students who could easily fall through the cracks.”

  11. Summer 2010 Snapshot High levels of attendance and retention, during tricky middle school years: 97% of summer participants also in after-school No summer learning loss. Also - no impact on test scores, compared to control group, over the course of one summer: 2010

  12. Four-year follow up study Math gains persist at significantly higher levels than the control group. Reading gains level with control group. Significant impact on certain types of family engagement in education Significant impact on placement in competitive private schools and avoiding low-performing high schools

  13. Academic Impacts * = Statistical significance.

  14. Academic and Enrichment Activities

  15. Conclusions • Year-round, multi-year: high dosage yields results • No effect after 1 year, only after 2 years: • Academic results take time • Reading gains level with control group in 4-year follow-up: • Control and treatment made gains. Reading can be more self-directed. Math requires more instruction.

  16. Continual Improvement • Common Core Standards Alignment: • Curricula and Technology • Explicitly teach writing skills • Staff training to improve inference skills for reading comprehension • “How Children Succeed” & Social/Emotional Skills • Piloted three assessments: PEAR HSA, SAYO, Gallup Student Poll + Grit Scale

  17. Continuous Improvement Cycle

  18. Maximizing Mentors Orientation Ongoing mini-trainings Scripted lessons Nightly session feedback Monthly observations

  19. One Mentor’s Perspective • Ms. Liesa • Her involvement, academic gains of scholars • Mentor training and ongoing support • Best practices in academic mentoring

  20. Table Activity– Think, Pair, Share! • What are the goals for your mentoring program? • What challenges do you have to meeting your goals? • What resources do you have to meet your goals? What resources do you have to overcome your challenges? • What support and/or trainings do you have to put in place to maximize your resources and meet the goals of your mentoring program?

  21. Action planning

  22. "Whatever affects one directly, affects all indirectly. I can never be what I ought to be until you are what you ought to be.” - Dr. Martin Luther King

More Related