School Achievement Through Social Programming: The Effects of a School-Based Mentoring Program
Date of Award
Doctor of Education (Ed.D.)
Judy May (Advisor)
Richard Anderson (Other)
Patrick Pauken (Committee Member)
Judith Zimmerman (Committee Member)
The minority and socioeconomic gaps in academic achievement have brought much focus to urban schools; and while many efforts have been implemented to close these gaps, the discrepancies in academic outcomes remain, as existing research confirms. This study analyzes the impact of an urban district's CTAG (Closing the Achievement Gap) school based mentoring program on academic (GPAs and Ohio Graduation Test math and reading passage) and social performance variables (emergency removals, suspensions, expulsions, and juvenile court involvement). A causal-comparative approach was utilized to compare the outcomes of the three participating groups (middle school only participants, high school only participants, and participants who received both middle and high school CTAG services) in relation to their academic performance and reduction in exclusionary discipline practices that place students at a higher risk of school failure due to being excluded from class and school. This research sought to answer the question; "Is there a difference in academic and social performance based on the level of CTAG mentoring participation?" Quantitative procedures were utilized to compare the three groups, while also factoring in school attendance as a covariate in the analyses. The examination revealed that there was statistically significant evidence to conclude that students who participated in the CTAG program in both middle and high school were more likely to earn higher GPAs and pass the OGT reading and math, and less likely to exhibit chronic absenteeism, get expelled, or be involved with juvenile court.
Guice, Andrea Deneen, "School Achievement Through Social Programming: The Effects of a School-Based Mentoring Program" (2016). Leadership Studies Ed.D. Dissertations. 92.