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TheSeedlingMentorProgram
forChildrenofIncarceratedParents
AnnualEvaluationReport2016-2017
Dr.KarenL.Looby
November,2017
ProgramContextTheNationalResourceCenteronChildrenandFamilies(2016)reportedmorethan2.7millionchildrenintheUnitedStateshadatleastoneparentwhowasincarcerated.Approximately45%ofthechildrenwithincarceratedparentswereAfricanAmerican,comparedwith28%whowereWhiteand21%whowereHispanic.InChildrenofthePrisonBoom:MassIncarcerationandtheFutureofAmericanInequality(2013),researchersfound25%ofAfricanAmericanchildrenbornin1990hadaparentinjailorprisonbythetimethechildwasage14andthisratehadmorethandoubledsince1978.
IncentralTexas,itwasestimatedthatmorethan8,000childrenhadabiologicalparentwhowasincarceratedinthefour-countyareaofTravis,Williamson,Hays,andBastrop(Pettit,2017).Thisfiguretranslatedto1in60minorsacrosstheregion.
Trauma,stigma,andshamestemmingfromparentalincarcerationhavelong-lastinginfluenceonchildren’shealthandsocialbehaviors.Usingdatafromanationalsurveyofchildren'shealth,Turney(2014)foundchildrenofincarceratedparentshadhighratesofbehavioralproblems,speechandlanguagedelays,asthma,obesity,depression,andanxiety.Theyalsohadhigherratesofattentiondeficitsthanthosewithparentsmissingbecauseofdeathordivorce.
Parentalincarcerationintensifiesadditionalenvironmentalriskfactors.TheEllaBakerCenterforHumanRights(2015)reportedmostfamiliesloseincomewhenaparentisincarceratedthoroughjoblossandpayingfeesassociatedwiththeincarceration.Nearly2in3familieswithanincarceratedmemberwereunabletomeettheirfamily’sbasicneeds.MurphyandCooper(2015)foundmorethan50%ofthechildrenlivedwithsomeonewhohadasubstance-abuseproblem,comparedwithfewerthan10%ofchildrenwithnoparentalincarceration.Comparedwithchildrenwithoutparentalincarceration,significantlygreaterpercentagesofthechildrenwithincarceratedparentsexperiencedparentaldivorceorseparation(60%)andwitnessedviolenceintheirhomesand/orneighborhoods(33%).
Parentalincarcerationalsohadlastingeffectsonchildren’seducationaloutcomes.Inmultiplemeta-analyses,Murray&Farrington(2008,2009,and2012)consistentlyfoundasignificantrelationshipbetweenparentalincarcerationandchildanti-socialbehavior.MurphyandCooper(2015)reportedchildrenofincarceratedparentswerelikelytoexperiencelowlevelsofschoolengagement.Elementaryschoolagedchildrenofincarceratedparentsalsowereathighriskofgradelevelretentionbasedontheirteachers'perceptionsofthestudents'academicproficiencyratherthanactualacademicachievement(TurneyandHaskins,2014).Finally,childrenwithanincarceratedparentwere50%lesslikelytocompletehighschoolthanthosewithoutanincarceratedparent(Habecker,2013).
Althoughchildrenofincarceratedparentsdonothaveoneconstantstorythatdescribestheirexperienceoritseffects,itisclearthattheyareingreatneedofsupport.
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PurposeAnnually,theSeedlingFoundationcontractsanevaluationoftheSeedlingMentorProgram.Thepurposeoftheevaluationistoidentifyprogramareasofstrengthandchallengeandtousetheresultsforongoingprogramdevelopment.
EvaluationMethodsQuantitativeandqualitativedatawerecollectedandincludeddemographic;stateassessment;attendance;discipline;andstudent,teacher,andmentorsurveydata.AcademicoutcomerecordswereavailableformenteesenrolledinAustin(n=483),DelValle(n=41),andHayes(n=20)IndependentSchoolDistricts(ISDs),andamatchedcomparisongroupfrombothAustinandDelValleISD’s(n=511).
Asinpastyears,datasummarieswereprovidedforsurvey,attendance,discipline,andSTAARtestresults.In2017,newanalyseswereaddedtobetterunderstandprogramoutcomesforSeedlingparticipants.Theseadditionsincluded:
a)Developingaperformanceindextoshowapatternofimprovementacrossmultiplemeasures;
b)Summarizingoutcomesonadditionalmeasures:SocialEmotionalLearning(SEL)surveyitemsandSTAARprogressmeasure;
c)ConductinggapanalysestodescribeSeedlingparticipantgroupoutcomesinadditionaldetail(e.g.,performanceofELLstudentsandnon-ELLstudents);
d)Exploringhowtheproportionalenrollmentofstudentsattheelementary,middleandhighschoollevelsmayinfluenceoverallprogramresults;and
e)Determiningwhethertheratioofresourcesinfluencesprogramimplementationquality(e.g.outcomesforSeedlingsupportedandsatelliteschools).
Additionaldetailsabouttheevaluationmethodology,surveyresults,andacademicareprovidedintheAppendices.
ProgramFoundation TheSeedlingMentorProgramisaschool-basedmentoringprogramforchildrenofincarceratedparents.Since2006,Seedlingstaffhaveactivelydevelopedatheoryofchangeandlogicmodelstronglyrootedintheunderpinningsofattachmenttheorythatinformstheprogrammodelandmentortraining.Seedling’sworkalsodrawsuponthemostrecentresearchon
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theeffectsofparentalincarcerationonchildrenandtheoutcomesofmentoring.Thisresearchisstronglyrootedintheoriesofresilience,trauma,strain,stigmaandlabeling,stressproliferation,developmentalsystems,griefandloss,adolescentdevelopment,sociallearning,schoolconnectednessandstudentengagement.
Becauseparentalincarcerationisanadversechildhoodexperiencehighlylikelytohavenegativeeffectsonchildren’shealth,socialbehaviors,andeducationaloutcomes,researchers(Christmann&Turliuc,2012)havearguedthatthedevelopmentofresiliencemayassistchildrentobetternavigateadversecircumstancesandreduceharmfuloutcomes.TheHarvardCenterproposedpositivechangeforchildrenmayoccurby“…reducingtheirexposuretosourcesofadversityandbydesigningbetterwaysofbuildingtheircopingskillsandadaptivecapacities”.Thus,thedevelopmentofresiliencewasaddedasaprimarySeedlingMentorProgramoutcomein2016-2017.
Insummary,theSeedlingMentorProgramsupportsmenteedevelopmentofpositive,closerelationshipswithnurturingandcompetentadultswiththeintenttoimprovementeeresilience,self-regulationskills,self-efficacy,andschoolconnectedness.Theprogram’slogicispresentedbelowtoillustrateSeedling’swork.
Figure1SeedlingMentorProgramLogicModel
Mentors
ü Recruitmentü Screeningü Orientationü Trainingü Support
SeedlingResources
üPrivate&publicfunding
üKnowledgeableprogramstaff
üResearchliterature
üCommunity/agencypartnerships
ü Schoolpartnerships
StudentIdentification
ü Schoolreferralü Caregiverreferralü Selfreferral
PrimaryOutcomes
• Long-lastingrelationship
• Positiveattitudes
• Resilience
Secondary Outcomes • Attendance • Discipline • Academic
MatchSupport
MentoringRelationship
üSchool-based üChild-centered
Match
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110
2745
7973
8088
7653
25101110
3
56789
10111213141516171819
369
623 591
328
610 577
2010-2011 2015-2016 2016-2017
Elementary64%
Middle30%
High6%
SeedlingParticipantsIn2016-2017,theSeedlingMentorProgramserved591childrenattending116schoolsincentralTexas(Figures2through5).Ofthesementees,158werenewtotheprogramin2016-2017.Menteesattended38designatedschoolsand78“satellite”schools.Inall,8schooldistricts(i.e.,Austin,Bastrop,DelValle,Elgin,Hays,Manor,Pflugerville,andRoundRock)and14charterschoolsweresupported.Thesatelliteschoolsdidnothaveadesignatedschoolcontact;however,mentorswhocontinuedthementoringrelationshipafterachildhadmovedintoanon-SeedlingprogramschoolstillreceivedtrainingandsupportfromSeedlingMentorDirectors.
Figure2 Withaslightdeclinein2016-2017,thenumberofmenteesandmentorshasincreaseddramaticallysince2010-2011.
Figure4Seedlingmenteesrangedfrom5to19yearsoldwithanoverallaverageof11years.
AGE
Figure3MostchildrenservedbytheSeedlingMentorProgramwereHispanicandeconomicallydisadvantaged.
Figure5MostSeedlingmenteeswereinelementaryschoolduringthe2016-2017schoolyear.
Source.Studentenrollmentrecords,2016-2017
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SeedlingMentorProgramresultsoftendifferedbyschoollevelinpastevaluations,andresearchershavelongdocumenteddeclinesinstudentacademicandpersonaloutcomesastheytransitionfromelementaryintomiddleschool.Anexampleofsuchwasexploredinanarticletitled“TheMiddleSchoolPlunge:AchievementTumblesWhenYoungStudentsChangeSchools”whereresearchers(WestandSchwerdt,2012)foundstudentstransitioningintomiddleschoolexperiencedsignificantdropsontestscoresrelativetothosewhoremainedinK-8schools.Declinesinachievementrangedfrom3.5to7monthsofexpectedlearningoverthecourseofaschoolyear,andBlackstudentssufferedthelargestdeclinescomparedwithotherstudentgroups.Principalsurveysfromthatstudyalsoindicatedthatschoolclimateandstudentdisciplineworsenedinthemiddlegrades.So,the2016-2017programevaluationexploredhowtheproportionalenrollmentofstudentsattheelementary,middle,andhighschoollevelschangedovertimeinanefforttoprovideanadditionalcontextforprogramresults.
Alongitudinalanalysisofmenteeageandschoollevelrevealedrelativestabilityintheoverallproportionsofmenteesateachschoollevelbeingservedbytheprogram.Although,therewasasignificantdecreaseintheproportionofmenteesinelementaryschool,decliningfrom70%in2012-2013to64%in2016-2017.Analysesofprogramresultsdidnotfindthechangesinoverallproportionsofmenteesateachschoolleveltobeasignificantfactorinprogramresultsovertime.Figure6TherewasasignificantdecreaseintheproportionofmenteesservedbySeedlingwhowereinelementaryschoolcomparedwiththoseinmiddle,andhighschooloverthepastfiveyears.
Source.SeedlingMentorProgramrecords,2012-2017*Statisticallysignificantatp<.05
*
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ProgramParticipation
SeedlingMatches
HowlongdidSeedlingmentoringrelationshipslast?
Asinpastyears,theSeedlingMentorProgramhadahighmentorreturnrateof71%in2016-2017(Looby,2016).Seedlingstaffsupported577mentorswhomentoredoneormorechildrenduringtheschoolyear(Figure2).In2016-2017,77%ofmentorsservedformorethanoneyear,asignificantincreasefrom71%theyearbefore.Overall,mentorsspentanaverageofalmostfouryears(3.7)supportingtheprogram.Mentoryearsofservicerangedfromoneto12years.TheaveragecommitmentofSeedlingmentorswasabovethenationalaverageof14months(Mentoring.org,2013).
UsingmethodologydefinedbyMENTOR,theNationalMentoringPartnership(2016)tocalculateaveragematchlengthforallactiveandinactiverelationshipslastingacrossschoolyears,theaveragelengthforSeedlingmentoringrelationshipswithinthe2016-2017schoolyearwas2yearsand6months(Figure7).Thiswasanincreaseofeightmonths,comparedwiththeaverageof1year,10monthsin2015-2016.Attheendoftheschoolyear,activementoringrelationshipdurationrangedfromtwomonthsto10years,7months.AsignificantlygreaterproportionofSeedlingmenteeshadbeenintheprogramformorethanoneschoolyear(71%).Thenationalbenchmarkforlengthofmentoringrelationshipstowhichprogramsaspireis12months. Figure7Seventy-onepercentofSeedlingofmenteesparticipatedintheprogramformorethanoneyear.
Source.Seedlingprogramrecords,2016-2017 *Statisticallysignificantatp<.05
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WeretheredifferencesinSeedlingprogramparticipationforvariousstudentgroups?
In2016-2017,programparticipationpatternswereexploredforSeedlingmenteesbasedontheirdemographiccharacteristicsandwhethertheSeedlingFoundationsupportedaprogramcontactontheschoolcampus.MenteeparticipationlengthdifferedsignificantlybetweenSeedlingsupportedandsatelliteschools,withaveragelengthofprogramparticipationlastingalmost4years(3.7)formenteesatsatelliteschoolscomparedwithanaverageof2yearsformenteesattendingSeedlingschools(Table1).Anecdotalrecordssuggestedmentoringrelationshipqualitymayhaveinfluencedamentor’sdecisiontocontinuementoringasthementeemovedtoanewschoolnotformallysupportedbySeedling.
Table1MenteeparticipationlengthdifferedsignificantlybetweenSeedlingsupportedandsatelliteschools.
SeedlingSchoolType n
Averageparticipation
lengthLessthan3months
3to12months
12to24months
Morethan24months
Seedling 409 2.0 10% 17% 26% 47%
Satellite 135 3.7* 0%* 35%* 10%* 55%*
Source.Seedlingprogramrecords,2016-2017Notes.Averagereportedinyearsandmonths.*Statisticallysignificantatp<.05
ParticipationlengthalsodifferedforWhitementeeswhoparticipatedforsignificantlyshorterperiodsoftimecomparedwithmenteeswhowereBlackorHispanic(Table2).TherewerenosignificantdifferencesinthelengthofprogramparticipationforstudentswhowereEnglishlanguagelearners(ELLs),whoreceivedspecialeducationservicesorwhowerecategorizedaseconomicallydisadvantaged.
Table2WhitementeesparticipatedforsignificantlyshorterperiodsoftimecomparedwithmenteeswhowereBlackorHispanic
Race/Ethnicity nAverage
participationlength
Lessthan3months
3to12months
12to24months
Morethan24months
Black 84 2.5 12% 14% 19% 55%
Hispanic 382 2.5 7% 22% 20% 51%
White 21 1.5* 9% 33%* 29%* 29%*
Source.Seedlingprogramrecords,2016-2017Notes.Averagereportedinyearsandmonths.*Statisticallysignificantatp<.05Additionally,participationlengthdifferedsignificantlyamongmenteesinelementary(1year,8months),middle(3years,1month),andhighschool(5years,5months).However,thesedifferencesappearedtobeafunctionofmenteeage,asmostofthosewhowerenewlyidentifiedwereinelementaryschool.Areviewofmentoringmatchclosurerecordsrevealedmenteemobility(24%),menteedisinterest(20%)andmentorjobresponsibilities(20%)weretheprimaryreasonsformatchtermination.Ofthe223matchesthatendedinthe2016-2017schoolyear,11%endedprematurely(i.e.,lessthanthreemonths)and56%ofthemlasted12monthsormore.
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Workcommitments
Menteemobility
Menteedisinterestorabsence
Schoolscheduling
conflicts
ProgramImplementationClosementoringrelationshipstypicallyaredevelopedwhenthementormaintainsayouthcenteredapproach(Herrera,etal.,2013).Mentorsshouldactivelyconsiderthechild’spreferencesandnotbeconcernedwithachievingparticularoutcomes(e.g.academicimprovement)atthepriceofdevelopingapositiveconnection,especiallyatthebeginningoftherelationship.Successfulmentoringrelationshipsmaybedeepenedwhenthementorandmenteeengageinenjoyableandmeaningfulactivitiesledbythechild.
MentorandSchoolContactsurveyresultsindicatedeffectiveprogramimplementationwithachild-centeredfocus(AppendixD).Overall,surveyresponseswerehighlypositiveandconsistentwithsurveyresultsfrompreviousyears(Looby,2009-2016).
Throughouttheyear,Seedlingstaffprovidedanoverallprogramorientation,specializedtrainingsessions,andfocusedsupportmaterialsfornewmentors.Seedlingstaffprovidedmonthlytrainingsessionsonavarietyoftopicsandpersonalizedoutreachtoallmentors(e.g.,phonecalls,emails,meetings).Overall,166mentorsattendedoneormoretrainingeventsandfilledatotalof371trainingspots.Seedlingstaffalsopublishedamonthlyonlinenewsletter,MentorMinute,containingsuggestionsforactivities,supportingarticles,andotherinformation.
MentorswereencouragedtoseekassistancefromSeedlingMentorDirectorsandSchoolContactsthroughouttheyear.Consistentwiththepriorschoolyear,themajorityofmentorsreportedtheirMentorDirector(85%)and/ortheirSchoolContact(75%)tobehelpfuloverall.Mostmentors(60%)requestedassistancefromtheSchoolContact,and49%ofthemcontactedtheirSeedlingMentorDirectorforhelp.
TheSeedlingMentorProgrammodelexpectedmentorstomeetweeklywiththeirmenteesandengageinchild-focusedactivities.Eighty-eightpercentofmentorsmetweeklywiththeirmenteesandengagedinchild-focusedactivities(Figures8and9).
Figure8Ofthementors(12%)whomettheirmentees lessthanonceaweek,mostmetwiththeirmentees2-3timesamonth.
Source.SeedingMentorSurvey,Spring2017
2016 2017Threetimesamonth 31% 37%Twiceamonth 54% 39%Onceamonth 11% 16%Lessthanonceamonth 3% 8%
Whatdoeseffectivementoringprogramimplementationlooklike?
MENTOR’sElementsofEffectivePracticeforMentoring™providesresearch-informedStandardsforbuildingandsupportingqualityyouthmentoringprograms.MENTORadvisesthattrainingshouldprovidementorswiththeknowledgeandskillsneededtodevelopaneffectiverelationshipwhichwillinfluencethelengthandqualityoftherelationship.Thematchingprocessshouldconsiderindividualcharacteristicsaboutthementorandmenteetofosteranenduringrelationship.Oncematched,monitoringandsupportiscriticaltocreatesatisfyingmentoringrelationshipsbyprovidingongoingadvice,problem-solving,training,andaccesstoresourcesforthedurationoftherelationship.Asaresult,manystudiesshowqualitymentoringrelationshipshavesignificantpositiveeffectsonyoungpeopleinavarietyofpersonalandacademicways.
Formoreinformationabouteffectivementorprogramimplementationgotohttp://www.mentoring.org
Reasons
EffectiveImplementation
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37%
74%
88%
Discussingproblems/processingfeelings
Playinggames/artorcraftactivities
Talking/listening
17%
49%
51%
51%
60%
74%
80%
89%
Conversations withmentee'scaregiver
Feedbackfromteachers
Regularcheckinwithmentors
On-goingcommunication withMentor Directors
Observingmentors andmenteesmeetingtogether
Regularcheckinwithmentees
Hearingfrommenteeswhentheyhaveaproblem orconcern
Hearingfrommentors whentheyhaveaproblem orconcern
Figure9Mentorsprovidedchild-focusedactivitiesformentees.
Source.SeedingMentorSurvey,Spring2017
Overall,surveyresponsesfromSchoolContactswerehighlypositiveandindicatedeffectiveprogramimplementation(AppendixD).MostSchoolContactswereverysatisfiedwiththeircommunicationwiththeirSeedlingMentorDirectors;reportedtheSeedlingSchoolContactGuidesupportedtheireffortsinimplementingtheSeedlingMentorProgramontheircampuses;preparedtheirmenteesforthementoringexperiencebymeetingwiththempersonally;andwereverysatisfiedwiththequalityofmentorsrecruitedbytheSeedlingMentorProgram.Schoolcontactsreportedmultiplewaystheymonitoredmatchrelationshipsthatwerebasedontheneedsofmentorsandmentees.
Figure10AsSchoolContactsmonitoredSeedlingmentoringrelationships,theyreported…
Source.SeedingSchoolContactSurvey,Spring2017
Top3MentoringActivities
Whatdidmentorsandschoolcontactssayaboutprogramimplementation?
“TheSchoolContactandtheCounselorwerebothattentive,supportiveoftherelationship,interestedintherelationship,andavailabletome.Muchappreciated!”
Mentor,Spring2017
“Myschoolcontactwasmyprimarycontact.Shewasalwaysavailableandreadytohelpwitheverything.ManytimesImetwithmenteeinherofficeandshewasencouragingandverysensitivewithbothofus.”
Mentor,Spring2017
“They[mentors]areVERYcaringindividuals,verywelltrainedandprepared!”
SchoolContact,Spring2017
“Ireallythinkthatallofthementorsreceiveexcellenttrainingandtaketheirvolunteerworkveryseriously.Ireallyappreciatetheconsistencythattheyprovideforthestudents.”
SchoolContact,Spring2017
ImplementationFeedback
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3.4 3.7 3.4 3.73.3 3.6
3.23.63.6 3.9*
3.53.9*
Closeness Youth-centered Satisfaction EmotionalengagementEL MS HS
Note.Ratingsofthreeorhigherwereconsideredpositive.*Statisticallysignificantatp<.05
RelationshipQualityInTheRoleofRisk,Herrera,DuBois,andGrossman(2013),emphasizedthatthedevelopmentofqualitymentoringrelationshipswascriticaltocreatingbeneficialoutcomesforthechildren.Throughcaringrelationshipswithadults,menteesmaybegintoadoptincreasinglypositiveattitudesanddevelopcognitiveandsocialskillstheycanapplytootherimportantrelationshipsandendeavors.Insupportofthisview,studiessuggestedthatthequalityofthementoringrelationshipledtostrongerandlonger-lastingmentoringrelationshipsthatmaybelinkedwithotherfavorableoutcomesforyouth(Grossman,Rhodes2002;Herreraetal.2007;Rhodes,DuBois2006).
AnalysesofSeedlingmentorandmenteesurveysfoundevidenceofqualitymentoringrelationshipsformostSeedlingmenteesin2016-2017.Overall,93%ofmenteesreportedhighqualityrelationshipsevidencedbyascoreofthreeorgreateronthementeesurvey.Mostmentees(88%)reportedfeelingclosetotheirmentorsandtheirmentoringrelationshipswereyouth-centered(93%),satisfying(81%),andemotionallyengaging(93%).Inalignment,92%ofmentorsreportedtheirrelationshipswiththeirmenteeswereexcellentorgood.
AnalysesalsoexploredwhetherSeedlingmenteesperceivedtheirmentoringexperiencesdifferentlybasedontheirdemographiccharacteristicsandwhethertheSeedlingFoundationsupportedaprogramcontactontheschoolcampus.Highschoollevelmenteeshadsignificantlyhigherratingsofyouth-centerednessandemotionalengagementcomparedwithelementaryandmiddleschoolmentees(Figure11).MenteeswhowereEnglishlanguagelearnershadsignificantlyhigherratingsofemotionalengagement(3.8)thandidmenteeswhowerenotELLS(3.6).Therewerenosignificantdifferencesinrelationshipqualityratingsbasedonethnicity,economicdisadvantagestatus,receivingspecialeducationservices,orattendingaSeedlingorsatellitecampus.
Figure11Seedlingmenteesateveryschoollevelhadhighratingsofmentoringrelationshipqualityindicatedbyaratingofthreeorhigher.
Source.SeedlingMenteeSurvey,Spring2017
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93%*
86%
Menteefeelsclosetotheirmentor
Mentorreportsanexcellentorgoodrelationship
97%*
75%
Menteefeelsclosetotheirmentor
Mentorreportsanexcellentorgoodrelationship
Seedlingmenteeandmentorsurveyresponseswerematchedoncorrespondingquestionsaboutrelationshipquality.Theyhadhighlevelsofagreementaboutthequalityoftheirmentoringrelationships(Figure12).However,asignificantlygreaterproportionofSeedlingmenteeshighlyratedtheirmentoringrelationshipthandidtheirmentors.Menteeandmentoragreementabouttheirrelationshipqualitydidnotdifferdependingonmenteedemographiccharacteristics,schoollevel,orSeedlingsupportedschoolstatus.Thisdifferencewasevengreaterbetweenmenteeswhohadparticipatedinmentoringformorethantwoyears(Figure13).
Figure12Seedlingmenteesandtheirmentorshadhighlevelsofagreementaboutthequalityoftheirmentoringrelationships.
Source.SeedlingMenteeSurvey,Spring2017Note.*Statisticallysignificantatp<.05
Figure13Thegreatestdifferenceinagreementaboutthequalityoftheirmentoringrelationshipsoccurredbetweenmenteeswhohadparticipatedformorethantwoyearsandtheirmentors.
Source.SeedlingMenteeSurvey,Spring2017Note.*Statisticallysignificantatp<.05
Ninetypercentofteachersreportedthattheirstudentslookedforwardtomeetingwiththeirmentorseachweek.Inopen-endedcomments,theydescribedconsistent,positiverolemodelswhowerecaringandsupportive.Oneteacherwrote,“[Mystudent]isalwayshappytoseehermentorandlooksforwardtotheirtimetogether.Heraffectiontowardhermentorisgenuine.Herexperiencewiththeprogramhasbeenaverypositiveone.”
Howwerementee,mentor,andteachersurveyresponseslinked?
In2016-2017,menteesurveyscapturedauniquestudentidentificationnumberallowingtheirsurveyresponsestobelinkedwiththoseoftheirmentorsandteachers.Thementeesurveyresponseratewas83%.TheSeedlingMentorSurveyresponseratewas57%,andtheTeacherSurveyresponserateswas64%.Resultsfromeachsurveycollectionweredeterminedtorepresenteachgroupata95%confidenceleveland5%marginoferrororless.ResultsfromeachofthesurveyscanbefoundinAppendicesB-D.
Almosthalfofmenteesurveyrespondents(48%)couldbelinkedwiththesurveyresponsesoftheirmentor.Themarginoferrorassociatedwiththementee/mentorresponseanalyseswasestimatedat7.71%withaconfidencelevelof95%.
Onlyteachersofelementarymenteesweresurveyed,howeveronly25%ofmenteesurveyrespondentscouldbelinkedtheirteachersurveyresponses.Themarginoferrorassociatedwiththementee/teacherresponseanalyseswasestimatedtobegreaterthan10%,andthusnotreported.
ConnectingSurveyResponses
Page13
31%
50%
75%
86%
88%
Resilience
Socialacceptance
Hope
Social-emotionalskills
Academicself-confidence
26%*
51%
79%*85%
91%
36%
52%
66%
85% 82%
35%43%*
64%
92%100%
Resilience Socialacceptance
Hope SEL Academicself-confidence
EL MS HS
MentoringRelationshipOutcomesSchoolContacts,teachers,mentors,andmenteesrespondedtosurveyitemsonmentoringoutcomes(AppendicesBthroughE).Keyfindingsfromthementeesurveyaredescribedinthissectionofthereport. In2016-2017,mostmenteesratedsurveyitemspertainingtohope,academicself-confidence,andsocialemotionallearningsignificantlyhigher(i.e.,scoreof3orhigher)thantheydiditemspertainingtosocialacceptanceandresilience(Figure14).Significantlylowerpercentageofelementaryschoolmenteeshadpositiveratingsofresiliencethanmiddleandhighschoolmentees.Significantlylowerpercentageofhighschoolmenteeshadpositiveratingsofsocialacceptancethanelementaryandmiddleschoolmentees(Figure15).Figure14Mostmenteeshighlyratedsurveyitemspertainingtohope,academicself-confidence,andsocialemotionallearning(SEL).Source.SeedlingMenteeSurvey,Spring2017Note.QuestionspertainingtoresiliencewereaskedonthesurveyforthefirsttimeinSpring2017.Figure15Thereweresignificantdifferencesintheratingsofelementaryandhighschoolmentees.
Source.SeedlingMenteeSurvey,Spring2017Note.QuestionspertainingtoresiliencewereaskedonthesurveyforthefirsttimeinSpring2017.*Statisticallysignificantatp<.05
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57%*
33%*52%*
99%91% 94%
74%86%
Hope Academicself-confidence
Lessthan3months 3to12months
12to24months Morethan24months
74%
76%
80%
Abilitytotalkaboutfeelings
Relationshipswithothers
Interestindoingthings
Ananalysisofoutcomesformenteesbythelengthoftheirmentoringrelationshipsrevealedsignificantdifferencesinresponsestosurveyitemspertainingtohopeandacademicself-confidence(Figure16).TherewerenosignificantdifferencesinmenteesurveyresponsesbasedondemographiccharacteristicsorSeedlingprogramorsatelliteschoolenrollment.
Figure16Thereweresignificantdifferencesinthepercentagesofmenteeswithpositiveratingsofhopeandacademicself-confidencebasedonthelengthoftimetheyparticipatedinthementoringprogram.
Source.SeedlingMenteeSurvey,Spring2017Note.*Statisticallysignificantatp<.05
Surveyitemsintheareaofacademicself-confidenceandSELwereansweredbyallstudentsacrossthedistrictontheAustinISDStudentClimateSurvey.AnanalysisofSeedlingmenteeresponsesandthoseofthematchedcomparisongroupwasconducted.NosignificantdifferenceswerefoundbetweenSeedlingmenteesandthematchcomparisongroup.
Menteesalsorespondedtoitemsaskingiftherewerechangesintheirbehaviorsasaresultoftheirmentoringexperience.Therewerenosignificantdifferencesamongmenteeresponsesbasedonprogramparticipationlength,menteedemographics,schoollevel,orsatelliteschoolenrollment.
Figure17Eightypercentofmenteesreportedtheyweremoreinterestedindoingthingssincetheystartedmeetingwiththeirmentor.
Sinceyouhavestartedmeetingwithyourmentor,havetherebeenpositivechangesinyour...
Thebestthingaboutmymentoris…
“Shehelpsmesharemyfeelingsandgivesmeconfidence.”
“HeisalwayshereformewhenIneedhim,andhekeepsmefocusedinschool.”
“Sheisfunnyandlikestosharestorieswithmeandlistenstomine.”
“…thatshehasbeenwithmeforsolong,andshestillcomes.”
“…thatheisveryniceandhegivesmeadviceandhe'sfunnywithme.”
“…thatwehavefun,wereadbook,andweplaygames.”
“ShelistenswhenIhaveanykindoffeelingoropinion.”
“…thatwhenthingshappenandItellher,Icanalwaystrusther.”
“Howheunderstandsallmyproblemswithoutjudgingme.”
“Sheshowsmehowtodealwithanger.”
MenteeSurvey,Spring2017
MenteeThoughts
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70%
80%
74%
Spring2017
Spring2016
Spring2015
Acrossthepastthreeschoolyears,thepercentageofSeedlingmenteeswhoindicatedtheywillgotocollegedifferedsignificantly.However,ananalysisofcollegeaspirationsbasedonthelengthoftimementeesparticipatedintheSeedlingMentorProgramrevealedsignificantlygreaterpercentagesofSeedlingmenteesinmentoringrelationshipslastingoverayearwereplanningtogotocollege.Incomparison,74%ofallstudentsinAustinISDin2016-2017plannedtogotocollege(Lamb,2017).Therewerenosignificantdifferencesamongmenteecollegeaspirationsbasedonmenteedemographics,schoollevel,orwhethertheyattendedaSeedlingprogramorsatelliteschool.
Figure18SeventypercentofallmenteesinSpring2017wereplanningtoenrollincollegeafterhighschool,asignificantdecreasefromtheprioryear.
Source.SeedlingMenteeSurvey,Spring2017Note.*Statisticallysignificantatp<.05Whatdoestheresearchsayabouthowyouthmayexperiencethementoringrelationship?
Researchershavefoundmenteeswhoratedtheirrelationshipsasyouthcentered(e.g.,theirmentortooktheirpreferencesandinterestsintoaccount),whowereemotionallyengagedwiththeirmentors,andwhoweresatisfiedwiththeirmentorsweremorelikelytoshowimprovementintheirbehaviorsandattitudesthanwereyouthwithlessfavorableimpressions.(NREL,2002).Whenmentoringrelationshipswerecharacterizedbyfeelingsofcloseness,theywerelikelytolastlongerandleadtobetteroutcomesforthementees(DuboisandKarcher,2013).Hope,engagement,andfeelingsofwell-beinghavebeenstrongpredictorsofacademicsuccess(Gallup,2012).
WhilepreparationforcollegewasnotafocusofSeedlingmentoring,assistingmenteestodeveloppositiveattitudestowardsschoolwasaprogramobjectivewiththeintentthatthechildrenmayhaveaclearunderstandingofthecriticalneedforeducationtoachievetheirlong-termgoals.TheNationalAssociationforCollegeAdmissionCounseling(NACAC)foundencouragingpositiveattitudesaboutpostsecondaryeducationwasessentialindevelopingcollegeandcareerreadinessatthehighschoollevel.Thisprocessisespeciallyimportantforlow-incomestudentsandstudentswhoarethefirstintheirfamiliestoconsiderattendingcollege.
Figure19Significantlygreaterpercentagesofmenteesinmentoringrelationshipslastingoverayearwereplanningtogotocollege.
*
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MenteeAcademicOutcomesBayer,GrossmanandDubois(2015)foundthatmenteeperceptionofclosenessinthementoringrelationshipinfluencedtheiracademicoutcomes.Ifmenteesreportedtheirrelationshiptobeatleast“somewhatclose,”theyweremorelikelytoexperiencepositiveacademicoutcomescomparedtostudentswhowerenotmatchedwithmentors.Additionally,relationshipclosenesswasastrongerinfluencethanbothmatchstatusandmatchlengthaspredictorsofacademicoutcomes.Academicoutcomesmayincludeschoolattendance,disciplinaryactions,andacademicachievementoverall.
Toholisticallydescribethisoverarchingconceptofacademicimprovementorachievement,menteeacademicoutcomeswereexploredthroughthedevelopmentofanindex.Anindexiscompositemeasureofvariables,orawayofmeasuringaconstructusingmorethanonemeasure.Eachitemgoingintotheindexwasvalidatedandthevalidationprocesswasrepeatedtoensuretheindexitselfwasmeasuringwhatwasintended.
Ineachacademicarea(i.e.,attendance,discipline,STAARreadingandSTAARmath),datawereanalyzedtodeterminewhetherthementeehadapositiveoutcome.Then,atotalscorewasassignedbasedontheaccumulationofpositiveacademicoutcomes.Thetotalscorerangedfromzerotofourandindicatedthenumberofareaswhereamenteeachievedapositiveacademicoutcome.Apositiveoutcomeinattendancewasdefinedashavinganimprovedattendanceratefromthepriorschoolyearoranattendancerategreaterthan90%.Apositivedisciplineoutcomewasdefinedashavingeithernodisciplinaryincidentsduringtheschoolyearoradecreaseindisciplinaryincidentsfromthepriorschoolyear.PositiveSTAARassessmentoutcomesweredefinedashavingmettheSTAARpassingstandardsand/orprogressmeasuresinreadingandmathinspring2017.
Overall,theacademicoutcomesofSeedlingmenteesweresimilartothematchedcomparisongroupinthe2016-2017schoolyear(Table3).However,academicoutcomesdifferedsignificantlyamongmenteesbasedonthelengthofthementoringrelationshipandbetweenmenteesattheelementaryandmiddleschoollevels(Figures20through23).TherewerenosignificantdifferencesinacademicoutcomesfoundformenteeswhowereELLsorenrolledinSeedlingsatelliteschools.DetailedinformationprovidedinAppendicesF-H.
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67%*83%
26%* 24%*
83% 87%
40% 41%
79% 83%
45% 45%
69%80%
57% 56%
Attendance Discipline STAARReading STAARMath
Lessthan3months 3to12months 12to24months Morethan24months
36%*
6%
21%
23%
43%
58%
34%
22%
7%
5%
13%
18%
14%
28%
31%
35%
Lessthan3months
3to12months
12to24months
Morethan24months NopositveacademicoutcomesPositiveoutcome in1area
Positiveoutcome in2areas
Positiveoutcome in3areas
Positiveoutcome inall4areas
Table3TheacademicoutcomesofSeedlingmenteeswerenotsignificantlydifferentfromthematchedcomparisongroupinmostinstances.
PercentageofStudentswithPositiveOutcomes
Attendance Discipline STAARReading STAARMath
Averagenumberofpositiveoutcomes
Seedling 73% 83% 53% 53% 2.5
Comparison 77% 87% 51% 47% 2.6Sources.Districtattendance,discipline,andSTAARassessmentfiles,2016-2017Notes.Thetotalscorerangedfromzerotofourandindicatedthenumberofareaswhereamenteeachievedapositiveacademicoutcome.
Figure20ThepercentageofSeedlingmenteesparticipatinglessthanthreemonthswhoexperiencedpositiveacademicoutcomesineachareadifferedsignificantlyfromthoseparticipatingforlongerperiods.
Sources.Districtattendance,discipline,andSTAARassessmentfiles,2016-2017Note.*Statisticallysignificantatp<.05
Figure21ThepercentageofSeedlingmenteesparticipatinglessthanthreemonthswhoexperiencedpositiveacademicoutcomesoveralldifferedsignificantlyfromthoseparticipatingforlongerperiods.
Sources.Districtattendance,discipline,andSTAARassessmentfiles,2016-2017Note.*Statisticallysignificantatp<.05
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2.0*
2.5
2.5
2.6
Lessthan3months
3to12months
12to24months
Morethan24months
2.5
2.9
NumberofpositiveacademicoutcomesforSeedlingmenteesin
elementaryschool
NumberofpositiveacademicoutcomesforSeedlingmenteesin
middleschool
Figure22TheaveragenumberofpositiveoutcomesforSeedlingmenteesparticipatinglessthanthreemonthsweresignificantlylowerthanthoseparticipatingformorethan3months.
Sources.Districtattendance,discipline,andSTAARassessment,2016-2017Note.*Statisticallysignificantatp<.05
Figure23TheaveragenumberofpositiveoutcomesforSeedlingmenteesinmiddleschoolweresignificantlygreaterthanthoseinelementaryschool.
Sources.Districtenrollment,attendance,discipline,andSTAARassessmentfiles,2016-2017Note.*Statisticallysignificantatp<.05
*
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60%
84%
93%
93%
AcademicOutcomes
PersonalOutcomes
RelationshipQuality
Closeness
1% 5%
23%
38%33%
Nopositiveacademicoutcomes
Positiveoutcomein
1area
Positiveoutcomein2areas
Positiveoutcomein3areas
Positiveoutcomeinall4areas
DiscussionandConclusionOverall,menteesexperiencedahighrateofsuccesswhenconsideringtheprimarypurposesoftheprogram(Figures24and25).Ofthementeeswhowereincludedintheevaluationstudy,93%reportedtheywereclosetotheirmentorandexperiencedahighqualitymentoringrelationship.Eighty-fourpercentexperiencedpositivepersonaloutcomesasmeasuredbyanoverallratingofgreaterthanthreeonitemspertainingtohope,socialacceptance,resilience,socialemotionallearning,andacademicself-confidence.Overhalfofallmenteeshadpositiveacademicoutcomesinatleastthreeareasthatincludedattendance,discipline,STAARreadingandSTAARmathoutcomes.Therewerenosignificantdifferencesinoverallprogramoutcomesbasedonmenteedemographiccharacteristics,lengthofprogramparticipation,orSeedlingorsatelliteschoolenrollment.
Figure24Mostmenteesexperiencedpositiveoutcomesrelatedtotheprimaryprogramobjectives.
Sources.Seedlingprogramrecordsandsurveys;Districtenrollment,attendance,discipline,andSTAARassessmentfilesforSeedlingmentees,2016-2017
Figure25Lookingacrossallmeasures,71%ofmenteesexperiencedsuccessinatleastthreeprogramareas.
Sources.Seedlingprogramrecordsandsurveys;Districtenrollment,attendance,discipline,andSTAARassessmentfilesforSeedlingmentees,2016-2017
Page20
APPENDICES
Page21
AppendixA:DescriptionofStatisticalAnalyses
Avarietyofqualitativeandquantitativedatawereusedinthisevaluationstudy.SchoolContacts,teachers,mentors,andmenteescompletedprogramsurveysdesignedtodeterminethequalityofprogramimplementation,describementoringrelationships,andidentifymenteeoutcomes.Studentattendance,discipline,andstateassessmentdataalsowereusedtodetermineoutcomesforprogramparticipants.
AcademicoutcomerecordswereavailableformenteesenrolledinAustin(n=483),DelValle(n=41),andHayes(n=20)IndependentSchoolDistricts(ISDs),andamatchedcomparisongroupfrombothAustinandDelValleISD’s(n=511).SurveydatapresentedinthisreportedincludedastratifiedrandomsampleofallSeedlingmenteesattendingSeedlingsupportedandsatelliteschools.
Avarietyofdataanalyseswereemployedinthisevaluationandaredescribedbelow.
Descriptivestatistics.Descriptivestatisticsisthetermgiventotheanalysisofdatathathelpsdescribeorsummarizedatainameaningfulwaythatenablepatternsinthedatatoemerge.Descriptivestatisticsareveryimportantinprovidingavisualpictureandinterpretationofthedata.Somedescriptivemeasuresthatarecommonlyusedtodescribeadatasetarefrequencies,percentages,means,medians,modes,andminimumormaximumvaluesofthevariables.Descriptivestatisticsdonot,however,allowustomakeconclusionsbeyondthedatawehaveanalyzedorreachconclusionsregardinganyhypotheseswemighthavemade.
Inferentialstatistics.Inferentialstatisticsareconcernedwithmakingpredictionsorinferencesaboutapopulationfromobservationsandanalysesofasample.Inferentialstatisticsenableustoreachconclusionsthatextendbeyondtheimmediatedataalone.Thefollowinganalyseswereutilizedinthisstudy:
T-tests.Thet-testisastatisticaltestthatisusedtodetermineifthereisasignificantdifferencebetweenthemeanoraveragescoresoftwogroups.At-testaskswhetherobserveddifferencesbetweentheoutcomesofinterestforthestudentgroupsweregreaterorlesserthanwouldbeexpectedonlybychance.
Analysisofvariance(ANOVA).ANOVAalsoreferstostatisticaltestsusedtoanalyzethedifferencesbetweengroupmeans.Doingmultipletwo-samplet-testswouldresultinanincreasedchanceofcommittingatypeIerror.AtypeIerrorleadsonetoconcludethatasupposedeffectorrelationshipexistswheninfactitdoesn't.Forthisreason,ANOVAsareusedincomparingthreeormoremeans(groupsorvariables)forstatisticalsignificance.
Correlations.Correlationreferstostatisticalteststhatindicatewhethertwovariablesarerelated.Thecorrelationmaybepositiveornegative.Ifitispositive,thenthetwosetsgouptogether.Ifitisnegative,thenonegoesupwhiletheothergoesdown.Correlationdoesnotmeanthattherelationshipiscausal.Itisverypossiblethatthereareotherfactorsinvolved.
Z-Testsforthedifferencebetweenproportions.Thez-testtestisusedwhenthevariableiscategorical(e.g.Seedlingornon-Seedling)toanswerthequestionofwhetherthegroupsinquestiondiffersignificantlybasedonasinglecharacteristic(e.g.attendance,discipline).
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AppendixB:SeedlingSchoolContactSurvey,Spring2017
Toelicitfeedbackonprogramimplementationandoutcomesforthe2016-2017schoolyear,theSchoolContactateachSeedlingsupportedschoolwasaskedtocompleteaprogramsurvey.Ninety-twopercentoftheSchoolContacts(N=38)completedasurvey.Thisresponseratewasdeterminedtoberepresentativeofthegroupata95%confidencelevel.
SurveyResults
1. MostSchoolContactswereverysatisfiedwiththeircommunicationwiththeirSeedlingMentorDirectors,howevertherewasasignificantincreaseinthosewhoreportedtobesomewhatsatisfied.
HowsatisfiedareyouwiththecommunicationbetweenyouandyourSeedlingMentorDirector? 2015 2016 2017
Verysatisfied 87% 92% 77%Somewhatsatisfied 10% 8% 20%*Notsatisfied 3% 0% 3%
2. AnincreasingpercentageofSchoolContactsreportedtheSeedlingSchoolContactGuidesupportedtheireffortsinimplementingtheSeedlingMentorProgramontheircampuses,and100%saidtherolesoutlinedintheguideweremanageable.
DoestheSeedlingSchoolContactGuidesupportyoureffortsinimplementingtheSeedlingMentorProgramonyourcampus? 2015 2016 2017
Yes 72% 84% 89%Somewhat 18% 5% 9%No 3% 0.% 0%Unsure,Ididnotuseit. 8% 10% 3%
3. SchoolContactsprovidedinformationaboutthemethodsandsourcesofinformationthey
usedinidentifyingprospectivementees.
a. Asinyearspast,SchoolContacts(81%)reportedtheyidentifiedeligibleparticipantsmostoftenthroughreferralsfromteachersandotherschoolstaff.Consistentwithpracticesinpastyears,studentreferralsgenerallyoccurredafterprograminformationwaspresentedtogroupsordistributedinprint(e.g.emails,flyers,letters,etc.).
b. Studentsorparentsalsomayhaveself-identifiedasbeingeligibleforprogramparticipation.
4. SchoolContactsdescribedhowtheyintroducedtheprogramtocaregivers.SchoolContactsintroducedtheprogramusingacoupleofapproaches.Mostoften,theypersonallycontactedcaregiverstotellthemabouttheprogram(e.g.,parentconferencesandphonecalls).Thesecondmostprevalentpracticewastodistributeprograminformationinwritingthroughletters,emails,orflyers.
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5. Fifty-threepercentofSchoolContactsintroducedthemselvestoSeedlingmatchtransfersduringtheschoolyear.Whenaskedaboutcaregiverswhodeclinedtheprogram,38%ofSchoolContactswerenotsurewhycaregiversdeclinedtheprogram.Othersexplainedifacaregiverdeclinedtheprogram,theirreasonswereoftenrelatedtothedifficultnatureofincarceration.
Ifcaregiversdeclinedtheprogram,whatwerethemostcommonreasons?
6. MostSchoolContacts(100%)prepared their mentees for the mentoring experience by meeting with them personallytotalkaboutwhatmentorswereandthebenefitsofhavingamentor.
7. Mostoften,SchoolContactsusedtheirpersonalknowledgeofthechildwhenmatchingthemwithanewmentor.
2015 2016 2017
Informationfromstudent'steacher 54% 57% 50%Personalknowledgeofthestudent 95% 89% 84%Studentinterestsurvey,SeedlingSchoolContactGuide 32% 34% 41%Otherstudentinterestsurvey 8% 14% 6%
8. 92%ofSchoolContactsweresatisfiedwiththequalityofmentorsrecruitedbytheSeedlingMentorProgram.Schoolcontactsdescribedmentorsasbeingwell-trained,caring,dependableandgreatrolemodels.
17%
24%
31%
38%
48%
MistrustoftheSeedlingprogram oridea
Fearofschoolinterference
Fearofothersfinding out,stigmatizingthechild
Idonotknow.
Reluctance toinform thechild oftheparent’struewhereabouts
Page24
Verysatisfied77%
Somewhatsatisfied20%
Notsatisfied
3%
9. AsSchoolContactsmonitoredSeedlingmentoringrelationships,theyreported…
10. MostSchoolContactswereverysatisfiedwiththeirSeedlingexperiencein2016-2017.
11. SchoolContactsdescribedthevaluablecontributionsoftheSeedlingprogramontheirrespectivecampuses.
12. Whenaskedforprogramimprovementrecommendations,mostSchoolContactsrequestedadditionalmentorstoserveeligiblestudentscurrentlyontheirwaitinglists;othersneededadditionalassistanceinidentifyingeligibleparticipants.
17%
49%
51%
51%
60%
74%
80%
89%
Conversations withmentee'scaregiver
Feedbackfromteachers
Regularcheckinwithmentors
On-goingcommunication withMentor Directors
Observingmentors andmenteesmeetingtogether
Regularcheckinwithmentees
Hearingfrommenteeswhentheyhaveaproblem orconcern
Hearingfrommentors whentheyhaveaproblem orconcern
Seedlingmentorsprovidedconsistentandstablerelationshipsforthechildrenandwerepositiveandcaringrolemodelsforchildrenexperiencingdifficultiesanduncertaintyintheirpersonallives.
Seedlingmentorscontributedtothedevelopmentofemotionalandmentalwellbeingforthechildren.
TheSeedlingmentoringexperiencecontributedtotheimprovementofstudentself-esteem,academicoutcomesandsocialskills.
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AppendixC:SeedlingTeacherSurvey,Spring2017
Consideringschool-levelstructuresandresultingteacher-studentrelationships,onlyelementarylevel,homeroomteacherswereaskedtocompleteasurveyforSeedlingparticipants.Sixty-fourpercentoftheteachersresponded.Thisresponseratemeta95%confidencelevelwithamarginoferrorof5.9%.Overall,teacherresponseswerehighlypositiveandwereconsistentwithsurveyresultsfrompreviousyears(Looby,2009-2016).Resultsfromthesurveyfollow.
1. Inmyclass,thechild…
2. Asaresultofthechild’sparticipationinthementoringprogram,his/heracademiceffortsimprovedthroughouttheschoolyear.
3. Inmyclass,thechild…
34%
6%
8%
12%
30%
38%
32%
12%
26%
17%
29%
28%
doesthebesthe/shecan.
refusestoputforth effortonacademicactivities.
worksonlyashardasnecessarytogetby.
doesmorethanisrequired ofhim/her.
participates constructively inclass.
isopenandreceptivetolearning.
Almostalways Often
Stronglyagree,19% Agree,51% Disagree,9%
28%
47%
33%
40%
26%
32%
36%
29%
workswithoutdisturbingothers.
respectsschoolpersonnel.
followsschoolandclassrules.
respectsothers’rightsandproperty.
Almostalways Often
Page26
4. Asaresultofthechild’sparticipationinthementoringprogram,his/herclassroombehaviorhasimprovedthroughouttheschoolyear.
5. Inmyclass,thechild…
Stronglyagree,18.56%
Agree,49.10%
Disagree,13.77%
Stronglydisagree,3.59%
NotSure,14.97%
33%
26%
24%
18%
16%
39%
40%
42%
42%
33%
27%
22%
25%
31%
32%
39%
63%
6%
8%
4%
8%
12%
findsithardtomakefriends.
hasalotoffriends.
ispopular with othershis/herage.
isconfident incommunicating withothers.
trusts andbuilds relationships with others.
expressesfeelingsappropriately.
Almostalways
Often
Sometimes
Almostnever
Page27
6. Asaresultofthechild’smentoringparticipation,
his/herclassroominterpersonalrelationshipsimprovedduringtheschoolyear.
8. As a result of the child’s participation in Seedling'sMentorProgram,his/heroveralldispositionimprovedthroughouttheschoolyear.
Stronglyagree,17%
Agree,52%
Disagree,10%
Stronglydisagree,
4%
NotSure,17%
Stronglyagree,23%
Agree,51%
Disagree,11%
Stronglydisagree,
3% NotSure,13%
7.inmyclass,thechildlooksforwardtomeetingwithhis/hermentoreachweek.
9.IwouldrecommendthatthechildorchildreninmyclasscontinueparticipatingintheSeedlingMentorProgram.
Page28
10. Open-endedcommentsprovidedbyteacherswerepositiveoverall,andtheydescribedstudentoutcomesasaresultoftheSeedlingMentorProgram.Theircommentswerecategorizedintofourmajorthemes.
a. MentorQuality:Teachersdescribedtheimportanceofhavingconsistent,positiverolemodelswhowerecaringandsupportiveofthechildren.
b. OutcomesforMentees:Teachersreportedthechildrenexperiencedimprovementinattitude,self-confidence,classroomandsocialbehaviors,andacademicskillsasaresultofthementoringrelationship.
c. GeneralProgramAppreciation:Teachersweregratefulforthesupportprovidedfortheirstudents.Theywerecomplimentaryofthehardworkcompletedbyprogramstaffandthementors.Theyenjoyedhavingthementorsengagewiththestudentsandtheirclassroomsingeneral.
d. ProgramImprovement:Afewteachersexpressedconcernabouttheconsistencyofthementorvisits,astheydidnotalwaysvisitweekly.
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Extremelyhelpful,31%
Mostlyhelpful,41%
Somewhathelpful,28%
65%
70%
63%
31%
30%
28%
Newmentorrecruitment (until orientation)
Newmentororientation
Support fromyourMentorDirector inthefirstfewweeksofyourmatch
Extremelysatisfied Mostlysatisfied
AppendixD:SeedlingMentorSurvey,Spring2017
Seedlingmentorscompletedacomprehensivesurveytoprovidefeedbackonprogramimplementationandmenteeoutcomesforthe2016-2017schoolyear.Surveyquestionsfocusedonprogramimplementation,mentorprogramsatisfaction,andtheirperceivedstudentoutcomesaresummarized.
Aweb-linktothesurveywasemailedto595mentorswithverifiedemailaddressesinMay2017,and57%responded.Thisresponseratewasdeterminedtoberepresentativeofthegroupata95%confidencelevel.Ofthoseresponding,34%werementorswhojustcompletedtheirfirstyearinthementoringprogramand66%mentoredinpreviousyears.
NewMentors
1. NewMentorOrientationManual.Thirtypercentofnewmentorsreportedtheyreferredtotheirmentoringmanualfrequentlyorsometimesforongoingsupport.Forty-onepercentofthenewmentorsdidnotrefertotheirmanuals,becausetheyfelttotallyproficient.Othersreportedtheydidnotrefertothemanualbecausetheyweretoobusy(12%),hadmisplacedit(24%),or“other”reasons(41%).
2. MentoringArticles.Seedlingstaffemailedarticlestonewmentorstosupporttheirmentoringexperiences.Forty-eightpercentofthenewmentorsreportedtheyreceivedandreadallofthearticles,and43%reportedthereceivedthearticlesandreadmostofthem.Twopercentofthenewmentorsdidnotreadthearticles,and6%didnotrecallreceivingthearticles.
Mostnewmentorsreportedthearticlestobehelpfulastheybeganthementoringmatch.
3. NewMentorSatisfaction.Mostnewmentorswereextremelyormostlysatisfiedwiththesupporttheyreceivedastheybeganthementoringprocess,and90%reportedtheirmentoringexperiencesmettheirexpectations.Pleaseindicatehowsatisfiedyouwerewiththefollowingactivities:
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23%
36%
20%
11% 9%
2years 3-4years 5-6years 7-9years 10ormoreyears
85%75%
MentorDirector SchoolContact
Extremelyfriendly,70% Mostlyfriendly,26%
Sometimesfriendly,
4%
ReturningMentors
4. Howmanyyearshaveyoumentored?
SeedlingSupport
5. In2016-2017,mostmentors(60%)requestedassistancefromtheSchoolContactand49%ofmentorscontactedtheirSeedlingMentorDirectorforassistance.Consistentwithreportsinthepriorschoolyear,mostmentorsreportedtheirMentorDirectorand/ortheirSchoolContacttobehelpful.
6. Mostmentorsdescribedtheircampusesas"friendlytomentors”.
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16%
17%
21%
23%
46%
Thetraining topics wererelevanttomysituation.
TrainingsessionswereheldonSaturdaymorning.
Trainingsessionswereheldonaweekdayevening.
Trainingsessionswereclosertomyworkplace.
Thetraining wasprovided usinganonlineformat.
7. About35%ofmentorsattendedmonthlytrainingsessionsin2016-2017.Mostoften,mentorscouldnotattendtrainingbecausetheycouldnottakethetimefromworktomentorandtoparticipateintraining.
8. Ofthosewhoparticipatedinthemonthlytrainingsessionsin2016-2017,75%reportedthey“definitely”feltmoreconfidentinthementoringexperienceasaresultofthemonthlytraining.
9. Mentorswouldbemorelikelytoattendatrainingeventiftrainingsessionswere…
TheMentoringExperience
10. About31%ofmentorsreportedmeetingtheirmentee’scaregiver.Mostoftentheymetattheschoolduringlunchtime(13%)orataschoolsponsoredevent(10%).About4%ofthementorsmetcaregiversataSeedlingsponsoredevent.
32%
25%20% 21%
47%
5%
Icannotattendsessionsduringthelunchhour.
Ipreferreadingaboutthetopicsinanelectronicnewsletter.
Ipreferonlinetraining.
Ifeelwell-prepared anddo
notrequireadditionaltraining.
Icannotbeawayfromworktwiceinoneweektoseemymenteeandattendtraining.
Idonotthinkthetopics are
relevanttomysituation.
21%ofmentorsreportedtheyfeltwellpreparedandwerenotlikelytoattendadditionaltrainingeventsduringtheyear.
Page32
Excellent51%
Good41% Fair
7%
11. Mentorsratedtheirrelationshipswiththeirmenteesas…
12. Consistentwithresultsfromthepriorschoolyear,88%ofmentorsreportedtheymetwiththeirmenteeweekly.
13. Ofthe11%ofmentorswhomettheirmenteeslessthanonceaweek…
2016 2017Threetimesamonth 31% 37%
Twiceamonth 54% 39%Onceamonth 11% 16%Lessthanonceamonth 3% 8%
14. Whenmentorsspenttimewiththeirmentees,theymostoftenengagedinthefollowing:
5%
15%
16%
16%
37%
74%
88%
TryingoutactivitiessuggestedinFutureMatters
Reading
Supportingacademicdevelopment
Engaginginoutdooractivities
Discussingproblems/processingfeelings
Playinggames/artorcraftactivities
Talking/listening
Reasons
Workcommitments
Menteemobility
Menteedisinterestorabsence
Schoolschedulingconflicts
Page33
30%
50%
15%0% 5%
Extremelyhelpful Mostlyhelpful Sometimeshelpful Notatallhelpful Donotknow
15. Mentorsbelievedthetimewiththeirmenteeswas…
16. 99%ofmentorsratedtheiroverallexperiencewiththeSeedlingMentorProgramasexcellentorgood.
17. Consistentwithprioryears,mostmentorsplannedtocontinuetheirmentoringrelationshipsinthenextschoolyear.
18. Ofthe8%ofmentorsin20156-2017whowerenotplanningtomentorinthenextschoolyear,17%hadnotclosedtherelationshipbytheendoftheschoolyear.
Howdidyouclosethementoringrelationshipwithyourmentee?
Yes80%
No8%
Undecided12%
78%
4% 17%
Withavisit Sentaletter Ididnotclosetherelationship.
Page34
AppendixE:SeedlingStudentSurvey,Spring2017
Eachyear,theSeedlingFoundationsurveysmenteesattheendoftheschoolyear.Stratifiedrandomsamplingwasusedtoselectsurveyparticipantsfortheannualstudentsurvey.OftheSeedlingmenteesingradesthreethroughtwelve,328wereaskedtocompleteasurvey.Overall,therewasan83%responseratewith56%oftherespondentsinelementaryschool,37%inmiddleschool,and8%inhighschool.Theoverallresponseratewasrepresentativeofthegroupata95%confidencelevel.
TheSeedlingstudentsurveyhadmultipleparts.Part1ofthesurveyusedquestionsfromtheMeasuringtheQualityofMentor-YouthRelationshipsSurveydevelopedfortheevaluationofBigBrothersBigSistersagencies.Part2ofthesurveycontainedquestionsfromSnyder’sChildren’sHopeScale(1997),theBriefResilienceScale(BRS)designedbySmithet.al.(2008)toassesstheabilitytobounceback,andtheBigBrothersBigSistersYouthOutcomesSurvey.
SeedlingmenteesinAustinISDandamatchedcomparisongroupalsocompletedthedistrict’sStudentClimateSurveythatwasadministeredinthespringsemesterofthe2016-2017schoolyear.About48%oftheSeedlingmenteesandthematchedcomparisongroupcompletedthedistrictStudentClimateSurvey.Fromthissurvey,questionspertainingtoacademicself-confidenceandsocialemotionallearningwereusedtodeterminestudentmentoringoutcomes.
Page35
SeedlingStudentSurvey,Part1
Part1:MentoringRelationshipQuality 2015 2016 2017Percentagesreflectcombinedratingsofveryorsortoftrueona4pointscale % Avg. % Avg. % Avg.
Mymentorhelpsmetakemymindoffthingsbydoingsomethingwithme. 95% 3.6 97% 3.7 96% 3.7
Sometimesmymentorpromiseswewilldosomething,thenwedon'tdoit.+ 15% 3.5 15% 3.5 17% 3.4
MymentorisalwaysinterestedinwhatIwanttodo. 95% 3.8 98% 3.9 96% 3.8
WhenIamwithmymentor,Ifeelmad.+ 5% 3.8 4% 3.9 5% 3.8MymentorandIliketodoalotofthesamethings. 90% 3.3 90% 3.3 88% 3.3
Ithelpsmewhenmymentorgivesmeadvice. 92% 3.6 99%* 3.8* 97% 3.7
Iwishmymentorspentmoretimewithme. 73% 3.1 80% 3.3 75% 3.1
WhenIamwithmymentor,Ifeelimportant. 92% 3.6 93% 3.6 92% 3.5
Idonottellmymentorsomethings,becausemymentormighttellsomeoneelse.+
16% 3.4 21% 3.3 17% 3.4
WhenIamwithmymentor,Ifeelhappy. 97% 3.8 99% 3.9 95%* 3.7WhenIamwithmymentor,Ifeeldisappointed.+ 6% 3.8 2% 3.9 3% 3.8
Mymentorcomestoseemewhenheorsheissupposedto. 93% 3.6 89% 3.5 90% 3.5
WhenIamwithmymentor,Ifeelbored.+ 9% 3.7 10% 3.7 15% 3.5
Whensomethingisbuggingme,mymentorlistenswhileItalkaboutit. 95% 3.8 96% 3.8 95% 3.7
MymentorandIareprettyclose. 93% 3.6 95% 3.6 88%* 3.4
Source.SeedlingMenteeSurvey,205-2017Notes.*Statisticallysignificantatp<.05.+Itemwasreversecodedforsurveyreliabilitypurposes.Theaverageratingreportedwasnormalizedtoensureconsistentinterpretationofresults.Itisdesirabletohaveanaverageresponseratingofatleast3.0
Page36
SeedlingStudentSurvey,Part2
Part2:Menteehope 2015 2016 2017
Percentagesreflectcombinedratingsofmostormuchofthetimeona4pointscale
IthinkIamdoingprettywell. 92% 90% 88%
Icanthinkofmanywaystogetthethingsinlifethataremostimportanttome. 85% 92%* 84%*
Iamdoingjustaswellasotherkidsmyage. 83% 81% 77%WhenIhaveaproblem,Icancomeupwithalotofwaystosolveit. 78% 76% 73%
IthinkthethingsIhavedoneinthepastwillhelpmeinthefuture. 81% 84% 79%
Evenwhenotherswanttoquit,IknowIcanfindwaystosolvetheproblem. 86% 87% 79%*
Part2:Menteesocialacceptance 2015 2016 2017
Percentagesreflectcombinedratingsofveryorsortoftrueona4pointscale
Iamalwaysdoingthingswithalotofkids. 89% 86%Iwishthatmorepeoplemyagelikedme. 52% 53%Ifindithardtomakefriends. 34% 36%Iwouldliketohavemorefriends. 54% 50%Iampopularwithothersmyage. 64% 65%Ihavealotoffriends. 82% 83%
Part2:Menteeresilience 2015 2016 2017Percentagesreflectcombinedratingsofstronglyagreeoragreeona5pointscale
Itendtobouncebackquicklyafterhardtimes. 64%
Ihaveahardtimemakingitthroughstressfulevents. 54%Itdoesnottakemelongtorecoverfromastressfulevent. 50%Itishardformetosnapbackwhensomethingbadhappens.
46%
Iusuallycomethroughdifficulttimeswithlittletrouble. 49%Itendtotakealongtimetogetoverset-backsinmylife. 44%Note.QuestionspertainingtoresiliencewereaskedonthesurveyforthefirsttimeinSpring2017.
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Sinceyouhavestartedmeetingwithyourmentor,havetherebeenanychangesinyour...
2015 2016 2017
Percentagesreflectratingsofverypositiveorsomepositivechangesona5pointscaleInterestindoingthings 89% 82%Relationshipswithothers 77% 78%Abilitytotalkaboutyourfeelings 89% 76%*Source.SeedlingMenteeSurvey,2015-2017
Part2:Menteeacademicself-confidence 2015 2016 2017Percentagesreflectcombinedratingsofmostormuchofthetimeona4pointscale
IcandoeventhehardestschoolworkifItry. 87% 87% 85%
Ienjoydoingmyschoolwork. 70%Itryhardtodomybestwork. 94% 92% 98%Ifeelsuccessfulinmyschoolwork. 84% 87% 85%IcanreachthegoalsIsetformyself. 90% 91% 92%
Part2:SocialEmotionalLearning 2015 2016 2017Percentagesreflectcombinedratingsofmostormuchofthetimeona4pointscale
Iusewaystocalmmyselfdown. 87%
Idon’tgiveupevenwhenIamfrustrated. 90%Iknowwhatpeoplemaybefeelingbythelookontheirface. 93%
Igetalongwithmyclassmates 89%
Isaynotofriendswhowantmetobreaktherules. 90%
Iwillgotocollegeafterhighschool. 2015 2016 2017PercentagesofmenteeswhoansweredYes ElementarySchool 79% 79% 73%MiddleSchool 67% 87%* 67%*HighSchool 62% 73%* 62%*All 74% 80% 70%*
Sources.SeedlingMenteeSurveyandtheAustinISDStudentClimateSurvey,2015-2017Note.*Statisticallysignificantatp<.05
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AppendixF:SeedlingAcademicResultsSummary,2016-2017
Attendance
ProgramGroup N
Averageattendanceratein
2017
PercentageChronicallyabsent
(<90%)
PercentagewithImproved
attendanceratein2017
Percentagewithpositive
attendanceoutcomeoverall
Comparison 511 93.3% 27% 38% 77%
Seedling 537 93.1% 29% 33% 74%Sources.Districtattendancefiles,2016-2017Note.*Statisticallysignificantatp<.05
SeedlingParticipationLength
NAverage
attendanceratein2017
PercentageChronicallyabsent
(<90%)
PercentagewithImproved
attendanceratein2017
Percentagewithpositiveattendanceoutcomeoverall
Lessthan3months 32 94.9% 36% 43% 67%
3to12months 114 93.4% 19%* 34% 83%*
12to24months 104 95.1%* 23%* 44%* 79%*
Morethan24months 234 91.9% 34% 36% 69%Sources.Districtattendancefiles,2016-2017Note.*Statisticallysignificantatp<.05
SeedlingSchoolLevel N
Averageattendancerate
in2017
PercentageChronicallyabsent
(<90%)
PercentagewithImproved
attendanceratein2017
Percentagewithpositiveattendanceoutcomeoverall
Elementaryschool 346 94.2%* 13% 37% 84%*
Middleschool 158 92.0% 42% 30% 61%*
Highschool 33 90.4% 70% 15%* 39%*Sources.Districtattendancefiles,2016-2017Note.*Statisticallysignificantatp<.05
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AppendixG:SeedlingDisciplineResultsSummary,2016-2017
Discipline
ProgramGroup NPercentagewith
disciplinaryincidentin2017
Averagecountofdisciplinaryincidents
Percentagewithpositivedisciplineoutcome
overall
Comparison 511 15% 4.6 87%
Seedling 544 24%* 5.9 83%
Sources.Districtdisciplinefiles,2016-2017Note.*Statisticallysignificantatp<.05
SeedlingParticipationLength N Percentagewith
disciplinaryincidentAveragecountof
disciplinaryincidents
Percentagewithpositivedisciplineoutcomeoverall
Lessthan3months 42 19% 2.6* 83%
3to12months 115 17% 7.0* 87%
12to24months 120 22% 4.3* 83%
Morethan24months 267 29% 8.6* 80%Sources.Districtdisciplinefiles,2016-2017Note.*Statisticallysignificantatp<.05
SeedlingSchoolLevel N Percentagewithdisciplinaryincident
Averagecountofdisciplinaryincidents
Percentagewithpositivedisciplineoutcomeoverall
Elementaryschool 346 16% 3.5 90%*
Middleschool 158 45% 7.8* 63%*
Highschool 33 24% 4.2 94%*Sources.Districtdisciplinefiles,2016-2017Note.*Statisticallysignificantatp<.05
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AppendixH:SeedlingSTAARResultsSummary,2016-2017
STAARReading
ProgramGroup N PercentageMetStandardin2017
PercentageMetProgressMeasurein2017
PercentagewithpositiveSTAARReadingoutcomeoverall
Comparison 342 55% 74% 96%
Seedling 381 54% 79% 97%Sources.DistrictSTAARassessmentfiles,2016-2017Note.*Statisticallysignificantatp<.05
SeedlingParticipationLength N PercentageMet
Standardin2017
PercentageMetProgressMeasurein
2017
PercentagewithpositiveSTAAR
Readingoutcomeoverall
Lessthan3months 20 45% 80% 100%
3to12months 62 56% 79% 98%
12to24months 90 52% 72%* 96%
Morethan24months 209 55% 83%* 97%Sources.DistrictSTAARassessmentfiles,2016-2017Note.*Statisticallysignificantatp<.05
SeedlingSchoolLevel N PercentageMetStandardin2017
PercentageMetProgressMeasurein
2017
PercentagewithpositiveSTAAR
Readingoutcomeoverall
Elementaryschool 228 57% 67% 95%
Middleschool 153 50% 98%* 100%*
Sources.DistrictSTAARassessmentfiles,2016-2017Note.*Statisticallysignificantatp<.05
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STAARMath
ProgramGroup N PercentageMetMathStandardin2017
PercentageMetMathProgressMeasurein
2017
PercentagewithpositiveSTAARMath
outcomeoverall
Comparison 318 57% 75% 96%
Seedling 339 58% 79% 98%
Sources.DistrictSTAARassessmentfiles,2016-2017Note.*Statisticallysignificantatp<.05
SeedlingParticipationLength N PercentageMetMath
Standardin2017
PercentageMetMathProgressMeasurein
2017
PercentagewithpositiveSTAAR
Mathoutcomeoverall
Lessthan3months 15 40% 73% 91%
3to12months 61 56% 84% 100%
12to24months 78 60% 71% 96%
Morethan24months 185 60% 82% 98%Sources.DistrictSTAARassessmentfiles,2016-2017Note.*Statisticallysignificantatp<.05
SeedlingSchoolLevel N PercentageMetMathStandardin2017
PercentageMetMathProgressMeasurein
2017
PercentagewithpositiveSTAAR
Mathoutcomeoverall
Elementaryschool 202 63% 65% 96%
Middleschool 137 100%* 92%* 100%*
Sources.DistrictSTAARassessmentfiles,2016-2017Note.*Statisticallysignificantatp<.05
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