The Predictive Nature of Mentoring Student Academic Progress, Mentor Educational Background, and Mentor Tenure among High School Dropouts Who Graduated from an Educational Management Organization

Autor/inn/en	Hickman, Greg; Nwosu, Kingsley Chinaza; Camper, Bradley; Nelson, Jody
Titel	The Predictive Nature of Mentoring Student Academic Progress, Mentor Educational Background, and Mentor Tenure among High School Dropouts Who Graduated from an Educational Management Organization
Quelle	In: Journal of At-Risk Issues, 23 (2020) 1, S.15-24 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-1608
Schlagwörter	Mentors; Educational Background; Tenure; Dropouts; High School Graduates; Credits; Educational Administration; Organizations (Groups); Graduation Rate; Progress Monitoring; Predictor Variables; At Risk Students; Arizona (Mesa) + Suchen Sie Ihr Suchwort? Vorbildung; Amtszeit; Beschäftigungsdauer; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Bildungsverwaltung; Schuladministration; Schulverwaltung; Prädiktor
Abstract	Using official school data from a sample of 3,461 students enrolled in Grad Solutions, an Educational Management Organization (EMO), from 2015 through 2018, we conducted a quantitative cross-sectional research design study to understand the predictive nature by which students who dropped out of high school and re-enrolled in Grad Solutions graduated high school. The authors used logistic regression to examine the extent to which students' credits upon enrollment, students' credits remaining after enrollment, mentors' educational background, percentage of mentors' monthly student progress toward graduation, and tenure as a mentor on whether a student graduates or drops out from Grad Solutions. All variables of study significantly predicted p < 0.001 and p < 0.01, an increase and decrease in the odds by which students graduated high school or dropped out of high school. Implications are drawn for designers of mentoring and intervention programs as well as EMOs. (As Provided).
Anmerkungen	National Dropout Prevention Center. 3325 Hwy 81 N, Anderson, SC 29621. Tel: 864-642-6372; e-mail: ndpc@dropoutprevention.org; Web site: http://dropoutprevention.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01