1. Mentoring and Academic achievement
Tashlai McKinstry

2. Purpose of My study
The purpose of this study is to investigate if community-based adult mentoring has a positive effect on at risk middle school student achievement.

3. Research Question
Community-based adult mentoring will increase at-risk minority middle school female student achievement.

4. Design
This quantitative study will utilize a Quasi Experimental Control group design.
The researcher will manipulate one variable ( community based mentoring) to determine its effect on another variable (academic achievement).

5. Participants 30 at risk Minority middle school female students
30 participants will participate in the 16 week mentoring program.

6. Instrumentation
NWEA Assessment- computerized research based assessment used to indicate student growth measure.
The participants will take the assessment In December and again at the conclusion of 16 weeks.
Students have unlimited amount of time to take both reading and math assessments via laptops
The homeroom teacher will administer the test in small group setting
The assessment will take place in a quiet room, free from distraction

7. Instrumentation Cont.
The tool automatically calculates a score for students
The scores range from 131 (low) to 230 (high)
NWEA test constructs score to allow educators to monitor student growth from year to year along developmental curriculum scale.
Each subject area tested has a unique alignment to the RIT scale
Scores between content related subjects are not equivalent

8. Data Analysis T- Test of Independent Samples Independent Variable
Community based Adult Mentoring Program
Categorical
Pre and Post Assessment
Dependent Variable
Student Achievement
NWEA math and reading score

9. Results
Academic Achievement was measured by North West Evaluation Association (NWEA) scores.
Community based adult mentoring was measured by a 16 week mentoring program outline.
Pre Test : Taken in December Post Test: Taken in May
25 participants were African American, 3 Multiracial, 2 Latina.

10. Results cont. Effect Size:-0.04
Pre Test (M=178.9, SD= 29.08) Post Test (M=181.13, SD=29)
The results of the study indicates community based adult mentoring does significantly increase academic achievement; t(30)=-5.98, p=.000, two- tailed.

11. Conclusion
Community- based adult mentoring significantly increases academic achievement
Adults mentoring students can help students improve academically.

12. Implications
Students do not get to pick their own mentor so this could cause issues with rapport.
If the mentor and student do not bond the strain of their relationship could have a negative impact on the results of the study
Time mentor invests
The ability for the mentor to foster students and maintain impact may also be a limitation.
Students are assumed to have completed the test to the best of their abilities.
Mentors are there so the students have someone there to hold them accountable for their actions and completion of school work.