The document discusses the impact of mentoring on academically at-risk students and their academic outcomes. It summarizes several studies that found mentoring can positively impact students' attitudes, behaviors, and academic performance by improving relationships with teachers and parents and boosting academic self-confidence. However, one large study found no significant impacts of mentoring on academic achievement, engagement, or behavior. The effects of mentoring depend on characteristics of the students, mentors, and program context. The document also provides resources for mentors and an overview of a K-12 journey map for college and career planning.

1. Quality in Action K-12 Journey Map & the Impact of Mentoring on Academic Outcomes June 2, 2010 Mentoring Partnership of Minnesota

4. Panelists Mai- Anh Kapanke , Vice President of Marketing & Public Policy Mindy Twetten , AmeriCorps Marketing & Communications Specialist April Riordan , Director of Training and Community Partnerships

9. 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

10. AARS – Three major hypotheses 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. 1. Mentoring should lead to improved cognitive and socioemotional development

11. AARS – Three major hypotheses 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 2. Mentoring process provides students with the opportunity to change and learn new behavioral strategies

12. AARS – Three major hypotheses 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. 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)

13. AARS – Three major hypotheses 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. 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)

14. AARS – Three major hypotheses 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. 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)