School-Based Group Mentoring and Academic Outcomes in Vulnerable High-School Students

• NCJ Number: 254356
• Journal: Youth & Society Dated: 2019
• Author(s): Wing. Y. Chan; Gabriel P. Kuperminc; Scot Seitz; Christyl Wilson; Nadim Khatib
• Date Published: 2019
• Length: 12 pages
• Grant Number(s): 2013-JU-FX-006
• Sponsoring Agency: Office of Juvenile Justice and Delinquency Prevention (OJJDP)
• Publication Format: Article
• Publication Type: Research (Applied/Empirical); Report (Study/Research); Report (Grant Sponsored); Program/Project Description
• Language: English
• Country: United States of America

Annotation

This study examined the association between participation in a school-based group-mentoring program (Project Arrive) and academic outcomes in a group of 9th-grade students who had been identified as at high risk of high-school dropout (n - 239).

Abstract

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, the study found that Project Arrive students earned more credits by the end of 9th grade and 10th grade; and they reported increased instructional time by the end of 9th grade compared with students who did not participate in Project Arrive. 35 references (publisher abstract modified)