1Mentoring Partnership of Mentoring Partnership of MinnesotaMinnesota

Quality in ActionQuality in ActionK-12 Journey Map & the Impact of K-12 Journey Map & the Impact of Mentoring on Academic OutcomesMentoring on Academic Outcomes

June 2, 2010June 2, 2010

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Webinar LogisticsWebinar Logistics

QuestionsQuestions ““Raise your hand” & we will unmute youRaise your hand” & we will unmute you Or, type questions and submit to us; we will Or, type questions and submit to us; we will

respond directly to you or, if applicable, read respond directly to you or, if applicable, read question aloud to all participantsquestion aloud to all participants

When unmuted, please monitor your When unmuted, please monitor your background noisebackground noise

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OverviewOverview

Impact of Mentoring on Impact of Mentoring on Academic OutcomesAcademic Outcomes

K-12 Journey MapK-12 Journey Map BackgroundBackground How to Use the Journey MapHow to Use the Journey Map Response & Next StepsResponse & Next Steps

Conclusion/SummaryConclusion/Summary

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Panelists

Mai-Anh Kapanke, Vice President of Marketing & Public Policy

Mindy Twetten, AmeriCorps Marketing & Communications Specialist

April Riordan, Director of Training and Community Partnerships

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Restore America’s Leadership in Higher EducationPresident Obama is committed to ensuring that America will regain its lost ground and have the highest proportion of students graduating from college in the world by 2020. The President believes that regardless of educational path after high school, all Americans should be prepared to enroll in at least one year of higher education or job training to better prepare our workforce for a 21st century economy.

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As an AmeriCorps volunteer through City Year, I serve at John Liechty Middle School in the Pico-Union neighborhood of Los Angeles, providing in-class academic support to 34 sixth-grade students. If the prevailing research is accurate, nine of those 12-year-olds are already on track to drop out of high school.

A study led by Dr. Robert Balfanz through Johns Hopkins University found that by the sixth grade, students who show any of three "early-warning indicators" -- low attendance, behavior problems or course failure in math or English -- have only a 20 percent chance of graduating.

      

Audrey KuoFirst-year City Year corps member

Posted: May 25, 2010 03:49 PM

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Impact on Academic OutcomesImpact on Academic Outcomes

Academically at-Risk Students Academically at-Risk Students (AARS)(AARS)

Agents of Change: Pathways through Agents of Change: Pathways through Which Mentoring Relationships Which Mentoring Relationships Influence Adolescents’ Academic Influence Adolescents’ Academic AdjustmentAdjustment

School-based mentoring studiesSchool-based mentoring studies US Dept. of Education Student US Dept. of Education Student

Mentoring ProgramMentoring Program

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Academically at-Risk Students (AARS)

Characteristics of AARS Models of Mentoring Three major hypotheses

Handbook of Youth Mentoring, David L. DuBois and Michael J. Karcher, 2002; Academically at-Risk Students, Chapter 29; Simon Larose and George M. Tarabulsy

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The Mentoring Sociomotivational Model

Structure

Involvement

Competence

Relatedness

Autonomy

-Seeking Help

-Time Management

-Examination Preparation

-Attention in Class

-Coping With Transitions

Adjustment, Achievement and Persistence

Characteristics of Proteges, Mentors, and Context

Autonomy Support

Characteristics of Mentoring

Interventions

Students’ Cognitive and Emotional

Processes

Students’ School Behavior

Processes

Academic Outcomes

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AARS – Three major hypotheses

1. Mentoring should lead to improved cognitive and socioemotional development

Mentoring relationships improve attitudes toward school, academic confidence, self-concept, attitudes toward helping, feelings of school connectedness, representations of parental and teacher relationships, and perceptions of support from significant adults outside mentoring relationships.

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AARS – Three major hypotheses

2. Mentoring process provides students with the opportunity to change and learn new behavioral strategies

Participation in mentoring relationships is linked to higher attendance in class (but not sufficient to neutralize academic risk), fewer voluntary absences from school, lower aggressiveness, greater levels of social competence, greater vocational skills, greater participation in college preparatory activities and an overall greater likelihood of taking part in higher education. Also, greater rule compliance and ability to complete schoolwork

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AARS – Three major hypotheses

3. Effects of mentoring on AARS personal and academic development are modulated by both internal and external factors (characteristics of AARS and of mentors; context of program)

Stronger effects for mentoring when AARS had more favorable life circumstances and better social and psychological functioning at the onset.

Stronger impacts of mentoring for youth with initially low or moderate achievement levels.

More positive effects on AARS adjustment for programs when mentors have backgrounds in helping professions.

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AARS – Three major hypotheses

3. Effects of mentoring on AARS personal and academic development are modulated by both internal and external factors (characteristics of AARS and of mentors; context of program)

Stronger effects for mentoring when AARS had more favorable life circumstances and better social and psychological functioning at the onset.

Stronger impacts of mentoring for youth with initially low or moderate achievement levels.

More positive effects on AARS adjustment for programs when mentors have backgrounds in helping professions.

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AARS – Three major hypotheses

3. Effects of mentoring on AARS personal and academic development are modulated by both internal and external factors (characteristics of AARS and of mentors; context of program)

Mentors’ efficacy beliefs, motivations for self-enhancement, income and marital status all can predict positive benefits/outcomes

Mentors with interests in common with proteges more efficient in establishing close relationships and initiating significant intervention.

Contextual characteristics like ongoing structured training for mentors, monitoring, involvement of parents may play role in effectiveness. Also duration, dosage, and mentor approach.

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Agents of Change: Pathways through Agents of Change: Pathways through Which Mentoring Relationships Influence Which Mentoring Relationships Influence

Adolescents’ Academic AdjustmentAdolescents’ Academic Adjustment

Mentoring has a positive impact on grades and other academic indicators by improving the relationship between the youth and the parent and by boosting the youth’s perception of his or her academic abilities. (Rhodes, Grossman, and Resch, 2000)

*This study is cited in Handbook of Youth Mentoring Chapter

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Big Brothers Big Sisters SBM Impact Study (Herrera et al., 2007)

Involved 10 BBBS agencies & 1139 youth in grades 4-9

80% free or reduced lunch; single parent home

77% having difficulties in 1 of 4 risk areas

Average of 5 months weekly mentoring

Mentored youth improved more than non-mentored peers in aspects of school performance and behavior

More confident in scholastic abilities

Size of benefits same as BBBS CBM program – but only in school-related outcomes

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CIS SMILE Impact Study (Karcher, 2007b)

516 predominantly Latino(a) students in grades 5-12

Randomly assigned to supportive services plus SBM

Duration of relationships was brief

Self-reported connectedness to peers & self-esteem improved

Did not find impacts in other areas, including grades & attendance

Size of program effects small

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Impact Evaluation of the U.S. Dept. of Ed. Student Mentoring Program

32 SBM programs with 2,573 students in grades 4-8

Randomly assigned to treatment or control group

Average length of relationship was 5.8 months

The Student Mentoring Program did not lead to statistically significant impacts on students in any of the three outcome domains*

(1) academic achievement and engagement; (2) interpersonal relationships and personal responsibility; (3) high-risk or delinquent behavior

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K-12 Journey Map

Background Wired for 2020

http://wiredfor2020.com/map-your-future

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If we believe that every student deserves to earn a diploma, we can work together to push our students and the United States back on track and resolve the high school dropout crisis.

The word "crisis," as its most often used, describes an unstable situation likely to have a highly unfavorable outcome. Its primary definition, however, is more neutral; the Greek word for decision, krisis, refers to a turning point - for better or worse.

We must make this moment a turning point for positive change. I am asking for your help to make sure that in six years, all 34 of my students will walk across a stage to receive a diploma.

      

Audrey KuoFirst-year City Year corps member

Posted: May 25, 2010 03:49 PM

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Resources

KnowHow2GO KnowHow2GO is a national KnowHow2GO is a national college access campaign that encourages college access campaign that encourages low-income and first-generation students in low-income and first-generation students in grades 8-10 to actively prepare for college. grades 8-10 to actively prepare for college. Includes a section of resources specifically Includes a section of resources specifically for mentors.for mentors.

College and Career Planning Curriculum for Students, Families and their Mentors Blue Ribbon Mentor-Advocate, Chapel Hill-Carrboro City Schools..

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Resources

Realizing the College Dream. Few things are more frustrating than watching bright students with endless potential rule out college because they think it's too expensive or a waste of time. Realizing the College DreamRealizing the College Dream can can help you reach those students help you reach those students and show them that college is and show them that college is one opportunity they can’t afford one opportunity they can’t afford to miss.to miss.

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Annexstad Family Foundation Scholarship Program

Through their vision and generosity, the Annexstads established the Annexstad Family Foundation to provide college scholarships to deserving students who have been mentored by the Big Brothers Big Sisters organization. Working closely with participating colleges and universities, the foundation makes possible a renewable scholarship program that helps cover the necessary expenses of a four-year undergraduate degree.

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Resources (Minnesota Based)

MyGrowthPlan.org

A nonprofit growth planning service that trains and A nonprofit growth planning service that trains and supports @risk and other 8th grade, high school, and supports @risk and other 8th grade, high school, and college students in learning the art, skill, and power of college students in learning the art, skill, and power of growth planning that helps them succeed in school growth planning that helps them succeed in school and in their whole life.and in their whole life.

College & Career Initiative works with College & Career Initiative works with community members, families and schools to ensure community members, families and schools to ensure that all Minneapolis Public School students have a that all Minneapolis Public School students have a chance to explore the multitude of opportunities that chance to explore the multitude of opportunities that life offers.life offers.

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Resources

MPM Training www.mpmn.org/traininginstitute

Web sites & PDFs www.delicious.com/traininginstitute

This presentation & others www.slideshare.net/traininginstitute

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Thank You!

Next Quality in Action webinar is July 7, 2010; 12:00 – 1:00 pm CDT Shining a Light on Supervision Features

panelists Jenny Wright Collins & Matt Kjorstad of the Minneapolis Beacons Network.