School-Based Group Mentoring and Academic Outcomes in Vulnerable High-School Students. Issue 7 (October 2020)

• Record Type: Journal Article
• Authors: Chan, Wing Yi; Kuperminc, Gabriel P.; Seitz, Scot; Wilson, Christyl; Khatib, Nadim
• Is Part Of: Youth & society. Volume 52:Issue 7(2020)
• Page Start: 1220
• Page End: 1237
• Publication Date: 2020-10
• Subjects: role models/mentors -- educational achievement -- school-based programs -- school dropout; Youth -- Periodicals; 305.235
• DOI: 10.1177/0044118X19864834
• Languages: English
• ISSNs: 0044-118X

Abstract

This study examined the association between participation in a school-based group-mentoring program (Project Arrive) and academic outcomes in a group of ninth-grade students who had been identified as at high risk of high-school dropout ( n = 239). Comparison participants were ninth-grade students with similar levels of risk ( n = 980). Using inverse probability of treatment weighting (IPTW) with a propensity score to reduce selection bias, and a partially clustered model to account for nonindependence of data in program students, we found that Project Arrive students earned more credits by the end of 9th grade and 10th grade; and reported increased instructional time by the end of 9th grade, than comparison students.