Academic Mentoring in Mathematics: Does It Improve High-School Student Achievement?

• In Event: Factors Predicting Math Achievement

Abstract

This session presents the results of a study examining the effects of academic mentoring on the achievement of high school students in mathematics. Incorporating course grade data and performance on the mandated state examination in mathematics, the study analyzed archival data to compare performance of students who received mentoring with a matched group of students who did not receive mentoring (quasi-experimental). Results indicate that academic mentoring enhanced the achievement of students in Algebra I and on the required state examination. No significant differences were found for students in Geometry. The study suggests that students benefit from the investment of school district resources in academic mentoring.

Authors

• Thomas Fetsco, Northern Arizona University

• Daniel L. Kain, Northern Arizona University