The Relationship between Student Mentoring Programs for At-Risk Students and Discipline Referrals and Academic Achievement
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Type of Work29 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Mentoring in education -- Research.
Academic achievement -- Research.
School children -- Research.
Education -- Research papers (Graduate)
The purpose of this study was to determine whether a yearlong student mentoring program, Gems and Gents, would positively affect the amount of discipline referrals and academic achievement of selected 4th and 5th graders determined as at-risk. The measurement tool was the student discipline referral form with marking period grades in achievement and effort. This study involved the use of a pretest/posttest design to compare data from October of 2012, before the intervention was administered, to data from June of 2013, after the intervention was complete. The decline in discipline referrals was significant, but academic achievement scores did not represent a significant increase. In order to seek a decline in student discipline referrals, research in the area of student mentoring groups for at-risk populations should continue as academic achievement showed no significant gains.