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作者

来源

EDUCATION AND URBAN SOCIETY,Vol.49,Issue7,P.643-675

语言

英文

关键字

urban education; students; educational reform; HIGH-SCHOOL; TEACHER EFFICACY; ACHIEVEMENT; ENGAGEMENT; MOTIVATION; MIDDLE; PERCEPTIONS; ELEMENTARY; PATHWAYS; FAILURE

作者单位

[Mac Iver, Martha Abele; Sheldon, Steven] Johns Hopkins Univ, Sch Educ, 2701 N Charles Suite 300, Baltimore, MD 21218 USA. [Naeger, Sarah] Johns Hopkins Univ, Sch Publ Hlth, Baltimore, MD USA. [Clark, Emily] Johns Hopkins Univ, Sch Educ, Ctr Social Org Sch, Baltimore, MD USA. Mac Iver, MA (reprint author), Johns Hopkins Univ, Sch Educ, 2701 N Charles Suite 300, Baltimore, MD 21218 USA. E-Mail: mmaciver@jhu.edu

摘要

This quasi-experimental study examines the impact of a mentoring program for low-income and minority middle and high school students displaying early warning indicators of dropping out on attendance, behavior problems, and course passing. The study was conducted over 3 years in five districts throughout the country and used a comparison group identified through propensity score matching. Although students reported positive experiences with mentoring in surveys, significant program effects on student attendance, behavior, and course passing were not found. Such interventions may have little demonstrated effect not only due to implementation issues but also because they do not address school experience variables that influence student outcomes.