Mentoring, Technology, and Social and Emotional Learning: Findings from the Evaluation of iMentor's College Ready Program. Technical Appendices

Autor/in	Merrill, Lisa
Institution	New York University, Research Alliance for New York City Schools
Titel	Mentoring, Technology, and Social and Emotional Learning: Findings from the Evaluation of iMentor's College Ready Program. Technical Appendices
Quelle	(2020), (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Mentors; Educational Change; College Readiness; Computer Mediated Communication; High School Students; Program Evaluation; Scores; English; Language Arts; Low Income Groups; College Attendance; Longitudinal Studies; Grade 9; Minority Group Students; Mathematics Tests; Achievement Tests; Social Emotional Learning; Outcomes of Education; Comparative Analysis; Graduation Rate; Institutional Characteristics; Student Attitudes; Program Implementation; New York (New York) + Suchen Sie Ihr Suchwort? Bildungsreform; Computerkonferenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Programme evaluation; Programmevaluation; English language; Englisch; Sprachkultur; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 09; 9. Schuljahr; Schuljahr 09; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lernleistung; Schulerfolg; Schülerverhalten
Abstract	The evaluation of the iMentor College Ready Program follows two consecutive cohorts of incoming 9th graders at each of eight participating New York City high schools. The first cohort of students in the study sample from these schools was enrolled in the 9th grade in the 2012-2013 school year, and the second cohort was enrolled in 9th grade in 2013-2014 school year. Students in iMentor schools were more likely to be Latino, less likely to be White or Asian, and more likely to be English language learners and from low-income families. Students in the iMentor schools also had somewhat lower test scores on the state English Language Arts and Mathematics assessments and were more likely to be chronically absent (missing 18 or more days during the school year). Five technical appendices to the full report, "Bringing Together Mentoring, Technology, and Whole-School Reform: A First Look at the iMentor College Ready Program," are included in this document: (1) Student and School Samples; (2) Data Sources; (3) Analysis of Impacts on Social and Emotional Learning; (4) Analysis of Impacts on Educational Outcomes; and (5) Other College Readiness and Mentoring-Related Programs That iMentor Evaluation Schools Were Implementing. [For the full report, see ED609326.] (ERIC).
Anmerkungen	Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01