Mentoring to Improve Academic Achievement

Paper Summary:

This paper examines the role of the mentor in the academic achievement of low-achieving students. It focuses on the history of mentoring, the description of the mentoring process and the relationship between mentoring and student achievement. The paper concludes that in most cases mentoring is a process that benefits both parties and assists in improving conditions in the academic setting or in the workplace.

Table of Contents:
Abstract
Introduction
The History of Mentoring
The Mentoring Process
The Relationship Between Mentoring and Student Achievement
Conclusion

From the Paper:

"As it related to academic achievement, the researchers focused on two measures of academic achievement: test scores and grades. The research results found that the mentored students in the first cohort were more successful academically that the students without mentors by the time 8th grade was completed. On the other hand, the mentored students in the second cohort actually did worse than the students without mentors. The researchers point out several reasons for the differences between these groups. One factor being the differences between the academic statuses of students in these groups. In addition, the participants were chosen differently between the two groups. The first cohort consisted of students that were chosen by teachers and the second was chosen randomly."

Sample of Sources Used:

• Black L. L., Medina S., Elisabeth C. Suarez. (2004) Helping Students Help Themselves: Strategies for Successful Mentoring Relationships. Counselor Education and Supervision. Volume: 44. Issue: 1.
• "Candidate Outcome Indicators: Youth Mentoring Program". The Urban Institute.
• Freedman, M. (1993). The kindness of strangers: Adult mentors, urban youth, and the new voluntarism. San Francisco: Jossey-Bass.
• Miller A. (2002) Mentoring Students & Young People: A Handbook of Effective Practice. Kogan Page: London.
• Rumberger R. W., and Mary E. Brenner. (2002) Can Mentoring Improve Academic Achievement? An Evaluation of a Four-Year, Early Adolescent Program Principal.

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