School-Based Group Mentoring and Academic Outcomes in Vulnerable High-School Students
Dados Bibliográficos
| AUTOR(ES) | |
|---|---|
| AFILIAÇÃO(ÕES) | Gerogia State University, Atlanta, USA, RAND Corporation, Arlington, VA, USA |
| ANO | 2020 |
| TIPO | Artigo |
| PERIÓDICO | Youth and Society |
| ISSN | 0044-118X |
| E-ISSN | 1552-8499 |
| EDITORA | Annual Reviews (United States) |
| DOI | 10.1177/0044118x19864834 |
| ADICIONADO EM | 2025-08-18 |
| MD5 |
74960f162c88fb3da9d0551047b83f62
|
Resumo
This study examined the association between participation in a school-based group-mentoring program (Project Arrive) and academic outcomes in a group of ninth-grade students who had been identified as at high risk of high-school dropout ( n = 239). 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, we found that Project Arrive students earned more credits by the end of 9th grade and 10th grade; and reported increased instructional time by the end of 9th grade, than comparison students.