National Mentoring Summit January 2013

Agenda

• • • • • • • Mentor Video Program Description Research Overview Key Findings Conclusions and Continual Improvement Lessons Learned: Mentoring for Academic Gains Action Planning

Video: Be a Mentor

• http://www.youtube.com/watch?v=YyK_03DccSY

Program Model

• • • • • Afterschool, Summer, High School Placement 650 hours/year, + 1000 hours in school Weekly academic mentoring Accelerated lessons, college trips, career exposure Positive culture and youth development approach

RCT Study Design

$4 million over 7 years

Only 2% of nonprofits have this “gold-standard” randomized research Over 3 years (2006, 2007, 2008), 951 students & families apply and interview for 3 cohorts 50% accepted through lottery 50% assigned to control group Researchers test & survey: 4 summers and 3 school years + one 9 th grade follow up Two-year results and Summer Snapshot published in 2011 by P/PV Four-year results published in 2013 By MDRC Randomized Control Trial (RCT) Study: funded by Wallace, WT Grant, Smith Richardson, Spencer, Atlantic Philanthropies, Bank of America

Randomization – in Brief

1. Hear about HA at school, neighborhood, etc.

2. Interview

99% - enter lottery.

3. Lottery

50% enter program: “treatment”

“Treatment”

Access to full program – may never attend.

“Control”

Never able to access program.

But given list of other after-school & summer options Annual testing ($120 payment), surveys, Follow-up from researchers

Researchers

• • • Dr. Jean Grossman – Princeton University, P/PV, MDRC Dr. Leigh Linden – Columbia University, University of Texas- Austin Dr. Carla Herrera – P/PV

Outcome Measures Collected

• Hypothesis: - With high dosage and structure, Higher Achievement would have a measurable impact on academic outcomes and high school placement, by first impacting attitudes and behaviors.

• 2 key outcomes: – Standardized Test Scores – Application, Acceptance to, and Matriculation at Competitive High Schools Other outcomes of interest: – Behavior – Academic Attitudes – Perceptions of Peer and Adult Support – Participation in HA and Other OST Programs – Engagement in Academic Activities and High School-Related Activities

KEY FINDINGS

Two-year follow-up study

“Higher Achievement’s intensive year-round program had a

significant impact on youth’s standardized reading and math test scores.

” “The longstanding Higher Achievement model is making a

difference in the academic lives of motivated, at-risk students who could easily fall through the cracks.”

Summer 2010 Snapshot

High levels of attendance and retention, during tricky middle school years: 97% of summer participants also in after-school No summer learning loss.

Also - no impact on test scores, compared to control group, over the course of one summer: 2010

Four-year follow up study

Academic Impacts

Math problem-solving First Year FU

0.03

Second Year FU

0.10*

Fourth Year FU

0.11*

Reading comprehension

0.02

0.08

† 0.04

* = Statistical significance.

Activity

Academic and Enrichment Activities

Community service Presented ideas to a group out of school Visited a college Read books out of school Writing out of school Visited a business Events with OST Academic contests at OST First-Year FU

Treatmt (%) 53 T-C Diff (%) 0 63 6 †

Second-Year FU

Treatmt (%) 60 T-C Diff (%) 4 64 9*

Fourth-Year FU

Treatmt (%) 74 T-C Diff (%) 4 69 11* 72 74 73 56 77 68 28** 3 7* 4 10** 13** 73 79 74 61 80 68 28** 4 3 8* 6 † 11** 78 85 82 70 84 71 25** 8 † 14** 14** 9* 16**

Conclusions

• • • Year-round, multi-year:

high dosage yields results

No effect after 1 year, only after 2 years: –

Academic results take time

Reading gains level with control group in 4-year follow-up: – Control and treatment made gains. Reading can be more self-directed. Math requires more instruction.

Continual Improvement

• • • • Common Core Standards Alignment: – Curricula and Technology Explicitly teach writing skills Staff training to improve inference skills for reading comprehension “How Children Succeed” & Social/Emotional Skills – Piloted three assessments: PEAR HSA, SAYO, Gallup Student Poll + Grit Scale

Annual Retreat: Outcomes and RCT Results Mid-Year Retreats: Org & City course corrections Update individual work plans Annual Operating Plan and Individual Work Plans, tied to Strategic Plan.

Continuous Improvement Cycle

Monthly Dashboard and Site Observation Discussions: National & Local Staff School Partners Quarterly Dashboard, linked to Financial Model

Maximizing Mentors

• • • • • Orientation Ongoing mini-trainings Scripted lessons Nightly session feedback Monthly observations

One Mentor’s Perspective

• Ms. Liesa – Her involvement, academic gains of scholars – Mentor training and ongoing support – Best practices in academic mentoring

Table Activity– Think, Pair, Share!

• • • • What are the goals for your mentoring program? What challenges do you have to meeting your goals?

What resources do you have to meet your goals? What resources do you have to overcome your challenges?

What support and/or trainings do you have to put in place to maximize your resources and meet the goals of your mentoring program?

ACTION PLANNING

"Whatever affects one directly, affects all indirectly. I can never be what I ought to be until you are what you ought to be.” - Dr. Martin Luther King