The impact of mentoring on standardized test results of African American males in the elementary and middle grades.

摘要

This study examined the effects of mentoring on standardized achievement for African American males in the elementary and middle grades. Mentoring has been deemed effective regarding social development and various academic indicators, but scant empirical data is available regarding the effects of mentoring on standardized testing. Thus, standardized test data of African American males participating in a district-wide mentoring program were examined over a three-year period. Results show that mentoring has smaller effects on standardized testing, while other factors continue to have substantial impact on student results. Recommendations for improving the academic success of African American males through mentoring and other school-based approaches are provided.