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Features MPM's K-12 Journey Map and a discussion of mentoring's impact on youth academic outcomes. Quality In Action webinar, hosted monthly by Mentoring Partnership of Minnesota. June 2, 2010.
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1Mentoring Partnership of Mentoring Partnership of MinnesotaMinnesota
Quality in ActionQuality in ActionK-12 Journey Map & the Impact of K-12 Journey Map & the Impact of Mentoring on Academic OutcomesMentoring on Academic Outcomes
June 2, 2010June 2, 2010
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Webinar LogisticsWebinar Logistics
QuestionsQuestions ““Raise your hand” & we will unmute youRaise your hand” & we will unmute you Or, type questions and submit to us; we will Or, type questions and submit to us; we will
respond directly to you or, if applicable, read respond directly to you or, if applicable, read question aloud to all participantsquestion aloud to all participants
When unmuted, please monitor your When unmuted, please monitor your background noisebackground noise
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OverviewOverview
Impact of Mentoring on Impact of Mentoring on Academic OutcomesAcademic Outcomes
K-12 Journey MapK-12 Journey Map BackgroundBackground How to Use the Journey MapHow to Use the Journey Map Response & Next StepsResponse & Next Steps
Conclusion/SummaryConclusion/Summary
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Panelists
Mai-Anh Kapanke, Vice President of Marketing & Public Policy
Mindy Twetten, AmeriCorps Marketing & Communications Specialist
April Riordan, Director of Training and Community Partnerships
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Restore America’s Leadership in Higher EducationPresident Obama is committed to ensuring that America will regain its lost ground and have the highest proportion of students graduating from college in the world by 2020. The President believes that regardless of educational path after high school, all Americans should be prepared to enroll in at least one year of higher education or job training to better prepare our workforce for a 21st century economy.
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As an AmeriCorps volunteer through City Year, I serve at John Liechty Middle School in the Pico-Union neighborhood of Los Angeles, providing in-class academic support to 34 sixth-grade students. If the prevailing research is accurate, nine of those 12-year-olds are already on track to drop out of high school.
A study led by Dr. Robert Balfanz through Johns Hopkins University found that by the sixth grade, students who show any of three "early-warning indicators" -- low attendance, behavior problems or course failure in math or English -- have only a 20 percent chance of graduating.
Audrey KuoFirst-year City Year corps member
Posted: May 25, 2010 03:49 PM
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Impact on Academic OutcomesImpact on Academic Outcomes
Academically at-Risk Students Academically at-Risk Students (AARS)(AARS)
Agents of Change: Pathways through Agents of Change: Pathways through Which Mentoring Relationships Which Mentoring Relationships Influence Adolescents’ Academic Influence Adolescents’ Academic AdjustmentAdjustment
School-based mentoring studiesSchool-based mentoring studies US Dept. of Education Student US Dept. of Education Student
Mentoring ProgramMentoring Program
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Academically at-Risk Students (AARS)
Characteristics of AARS Models of Mentoring Three major hypotheses
Handbook of Youth Mentoring, David L. DuBois and Michael J. Karcher, 2002; Academically at-Risk Students, Chapter 29; Simon Larose and George M. Tarabulsy
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The Mentoring Sociomotivational Model
Structure
Involvement
Competence
Relatedness
Autonomy
-Seeking Help
-Time Management
-Examination Preparation
-Attention in Class
-Coping With Transitions
Adjustment, Achievement and Persistence
Characteristics of Proteges, Mentors, and Context
Autonomy Support
Characteristics of Mentoring
Interventions
Students’ Cognitive and Emotional
Processes
Students’ School Behavior
Processes
Academic Outcomes
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AARS – Three major hypotheses
1. Mentoring should lead to improved cognitive and socioemotional development
Mentoring relationships improve attitudes toward school, academic confidence, self-concept, attitudes toward helping, feelings of school connectedness, representations of parental and teacher relationships, and perceptions of support from significant adults outside mentoring relationships.
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AARS – Three major hypotheses
2. Mentoring process provides students with the opportunity to change and learn new behavioral strategies
Participation in mentoring relationships is linked to higher attendance in class (but not sufficient to neutralize academic risk), fewer voluntary absences from school, lower aggressiveness, greater levels of social competence, greater vocational skills, greater participation in college preparatory activities and an overall greater likelihood of taking part in higher education. Also, greater rule compliance and ability to complete schoolwork
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AARS – Three major hypotheses
3. Effects of mentoring on AARS personal and academic development are modulated by both internal and external factors (characteristics of AARS and of mentors; context of program)
Stronger effects for mentoring when AARS had more favorable life circumstances and better social and psychological functioning at the onset.
Stronger impacts of mentoring for youth with initially low or moderate achievement levels.
More positive effects on AARS adjustment for programs when mentors have backgrounds in helping professions.
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AARS – Three major hypotheses
3. Effects of mentoring on AARS personal and academic development are modulated by both internal and external factors (characteristics of AARS and of mentors; context of program)
Stronger effects for mentoring when AARS had more favorable life circumstances and better social and psychological functioning at the onset.
Stronger impacts of mentoring for youth with initially low or moderate achievement levels.
More positive effects on AARS adjustment for programs when mentors have backgrounds in helping professions.
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AARS – Three major hypotheses
3. Effects of mentoring on AARS personal and academic development are modulated by both internal and external factors (characteristics of AARS and of mentors; context of program)
Mentors’ efficacy beliefs, motivations for self-enhancement, income and marital status all can predict positive benefits/outcomes
Mentors with interests in common with proteges more efficient in establishing close relationships and initiating significant intervention.
Contextual characteristics like ongoing structured training for mentors, monitoring, involvement of parents may play role in effectiveness. Also duration, dosage, and mentor approach.
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Agents of Change: Pathways through Agents of Change: Pathways through Which Mentoring Relationships Influence Which Mentoring Relationships Influence
Adolescents’ Academic AdjustmentAdolescents’ Academic Adjustment
Mentoring has a positive impact on grades and other academic indicators by improving the relationship between the youth and the parent and by boosting the youth’s perception of his or her academic abilities. (Rhodes, Grossman, and Resch, 2000)
*This study is cited in Handbook of Youth Mentoring Chapter
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Big Brothers Big Sisters SBM Impact Study (Herrera et al., 2007)
Involved 10 BBBS agencies & 1139 youth in grades 4-9
80% free or reduced lunch; single parent home
77% having difficulties in 1 of 4 risk areas
Average of 5 months weekly mentoring
Mentored youth improved more than non-mentored peers in aspects of school performance and behavior
More confident in scholastic abilities
Size of benefits same as BBBS CBM program – but only in school-related outcomes
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CIS SMILE Impact Study (Karcher, 2007b)
516 predominantly Latino(a) students in grades 5-12
Randomly assigned to supportive services plus SBM
Duration of relationships was brief
Self-reported connectedness to peers & self-esteem improved
Did not find impacts in other areas, including grades & attendance
Size of program effects small
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Impact Evaluation of the U.S. Dept. of Ed. Student Mentoring Program
32 SBM programs with 2,573 students in grades 4-8
Randomly assigned to treatment or control group
Average length of relationship was 5.8 months
The Student Mentoring Program did not lead to statistically significant impacts on students in any of the three outcome domains*
(1) academic achievement and engagement; (2) interpersonal relationships and personal responsibility; (3) high-risk or delinquent behavior
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K-12 Journey Map
Background Wired for 2020
http://wiredfor2020.com/map-your-future
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If we believe that every student deserves to earn a diploma, we can work together to push our students and the United States back on track and resolve the high school dropout crisis.
The word "crisis," as its most often used, describes an unstable situation likely to have a highly unfavorable outcome. Its primary definition, however, is more neutral; the Greek word for decision, krisis, refers to a turning point - for better or worse.
We must make this moment a turning point for positive change. I am asking for your help to make sure that in six years, all 34 of my students will walk across a stage to receive a diploma.
Audrey KuoFirst-year City Year corps member
Posted: May 25, 2010 03:49 PM
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Resources
KnowHow2GO KnowHow2GO is a national KnowHow2GO is a national college access campaign that encourages college access campaign that encourages low-income and first-generation students in low-income and first-generation students in grades 8-10 to actively prepare for college. grades 8-10 to actively prepare for college. Includes a section of resources specifically Includes a section of resources specifically for mentors.for mentors.
College and Career Planning Curriculum for Students, Families and their Mentors Blue Ribbon Mentor-Advocate, Chapel Hill-Carrboro City Schools..
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Resources
Realizing the College Dream. Few things are more frustrating than watching bright students with endless potential rule out college because they think it's too expensive or a waste of time. Realizing the College DreamRealizing the College Dream can can help you reach those students help you reach those students and show them that college is and show them that college is one opportunity they can’t afford one opportunity they can’t afford to miss.to miss.
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Annexstad Family Foundation Scholarship Program
Through their vision and generosity, the Annexstads established the Annexstad Family Foundation to provide college scholarships to deserving students who have been mentored by the Big Brothers Big Sisters organization. Working closely with participating colleges and universities, the foundation makes possible a renewable scholarship program that helps cover the necessary expenses of a four-year undergraduate degree.
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Resources (Minnesota Based)
MyGrowthPlan.org
A nonprofit growth planning service that trains and A nonprofit growth planning service that trains and supports @risk and other 8th grade, high school, and supports @risk and other 8th grade, high school, and college students in learning the art, skill, and power of college students in learning the art, skill, and power of growth planning that helps them succeed in school growth planning that helps them succeed in school and in their whole life.and in their whole life.
College & Career Initiative works with College & Career Initiative works with community members, families and schools to ensure community members, families and schools to ensure that all Minneapolis Public School students have a that all Minneapolis Public School students have a chance to explore the multitude of opportunities that chance to explore the multitude of opportunities that life offers.life offers.
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Resources
MPM Training www.mpmn.org/traininginstitute
Web sites & PDFs www.delicious.com/traininginstitute
This presentation & others www.slideshare.net/traininginstitute
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Thank You!
Next Quality in Action webinar is July 7, 2010; 12:00 – 1:00 pm CDT Shining a Light on Supervision Features
panelists Jenny Wright Collins & Matt Kjorstad of the Minneapolis Beacons Network.