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Mentoring Programs
Educational  Achievement and Cognitive Attainment Domain
By Susan Jekielek, M.A., Kristin A. Moore, Ph.D., and  Elizabeth Hair, Ph.D.
TABLE 1 TABLE 2 TABLE 3 TABLE 4 TABLE 5 TABLE 6
High School Grades School Absences Perceived Scholastic Competence Attitudes About School College Attendance School Behavior  
Education (click for overall summary)

 Experimental Research Studies Non-Experimental Research Studies

One-to-one mentoring led to:

- Improvements in perceived scholastic competence





The following practices are best bets for increasing perceived scholastic competence

- More frequent contact with mentor

- Mentor relationships lasting 12 months or more

- Higher quality mentor relationships


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