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Strengthen the Evidence for Maternal and Child Health Programs

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Evidence Tools
MCHbest. Adult Mentor.

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Strategy. Mentoring Programs for High School Graduation

Approach. Adopt in school mentoring programs to improve graduation rates among adolescents.

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Overview. Mentoring programs pair adult mentors with students at risk of dropping out to provide guidance through academic and personal challenges.[1] Trained mentors meet regularly with students, establishing a personal relationship and helping the student overcome obstacles in and out of school. Mentors also model positive behavior and decision-making skills.[2] Implementation varies significantly from program to program. Mentors can be hired staff or volunteers. Mentoring programs can occur during or after school and can take place at school or offsite. Some programs provide administrative support and assist mentors with paperwork requirements. Programs can facilitate opportunities for mentors to connect with and support each other. Some programs feature regularly scheduled, longer mentoring sessions, while others use more frequent, informal check-in times.[3]

Evidence. Scientifically Rigorous Evidence. Strategies with this rating are most likely to be effective...

Access the peer-reviewed evidence through the MCH Digital Library or related evidence source.

Outcome Components. This strategy has shown to have impact on the following outcomes (Read more about these categories):

  • Utilization. This strategy improves the extent to which individuals and communities use available healthcare services.
  • Health and Health Behaviors/Behavior Change. This strategy improves individuals' physical and mental health and their adoption of healthy behaviors (e.g., healthy eating, physical activity).

Detailed Outcomes. For specific outcomes related to each study supporting this strategy, access the peer-reviewed evidence and read the Intervention Results for each study.

Intervention Type. Coalition-Building (Read more about intervention types and levels as defined by the Public Health Intervention Wheel).

Intervention Level. Individual/Family-Focused

Examples from the Field. There are currently no ESMs that use this strategy. Search similar intervention components in the ESM database.

Sample ESMs. Here are sample ESMs to use as models for your own measures using the RBA framework (see The Role of Title V in Adapting Strategies).

Quadrant 1:
Measuring Quantity of Effort (“What/how much did we do?”)

  • Number of schools partnered with Title V that adopt mentoring programs to support students at increased risk of dropping out and improve graduation rates. (Shows the implementation and scale of the approach) Number of adult mentors recruited and trained by Title V that are matched with students at increased risk of dropping out through in-school mentoring programs. (Indicates the capacity and reach of the mentor pool)

Quadrant 2:
Measuring Quality of Effort (“How well did we do it?”)

  • Percent of in-school mentoring programs that adhere to evidence-based practices and quality standards for effective youth mentoring. (Shows the fidelity and rigor of the approach design and implementation) Percent of adult mentors who complete comprehensive training and receive ongoing support to effectively mentor students at increased risk. (Indicates the quality and preparedness of the mentor workforce)

Quadrant 3:
Measuring Quantity of Effect (“Is anyone better off?”)

  • Number of community partnerships led by Title V between schools, businesses, and youth-serving organizations to support in-school mentoring programs. (Shows the level of multi-sector collaboration and resource mobilization for the approach) Number of professional development and peer learning opportunities provided to school staff to integrate mentoring principles and practices into their work with students at increased risk that result in an increase in knowledge and skill. (Indicates the capacity building and institutionalization of mentoring as a schoolwide approach) Number of schools that experience improved overall climate, student engagement, and academic performance as a result of implementing in-school mentoring programs led by Title V. (Indicates the approach's spillover effects on creating a positive and supportive school environment for all students) Number reduction in differences in high school graduation rates and post-secondary outcomes among students at increased risk of dropping out participating in in-school mentoring programs led by Title V. (Shows the approach's impact on advancing educational opportunities and reducing opportunity gaps)

Quadrant 4:
Measuring Quality of Effect (“How are they better off?”)

  • Percent of community partnerships led by Title V between schools, businesses, and youth-serving organizations to support in-school mentoring programs. (Shows the level of multi-sector collaboration and resource mobilization for the approach) Percent of professional development and peer learning opportunities provided to school staff to integrate mentoring principles and practices into their work with students at increased risk that result in an increase in knowledge and skill. (Indicates the capacity building and institutionalization of mentoring as a schoolwide approach) Percent of schools that experience improved overall climate, student engagement, and academic performance as a result of implementing in-school mentoring programs led by Title V. (Indicates the approach's spillover effects on creating a positive and supportive school environment for all students) Percent reduction in differences in high school graduation rates and post-secondary outcomes among students at increased risk of dropping out participating in in-school mentoring programs led by Title V. (Shows the approach's impact on advancing educational opportunities and reducing opportunity gaps)

Note. When looking at your ESMs, SPMs, or other strategies:

  1. Move from measuring quantity to quality.
  2. Move from measuring effort to effect.
  3. Quadrant 1 strategies should be used sparingly, when no other data exists.
  4. The most effective measurement combines strategies in all levels, with most in Quadrants 2 and 4.

Learn More. Read how to create stronger ESMs and how to measure ESM impact more meaningfully through Results-Based Accountability.

References

[1] Campbell-Wilson 201[1] - Wilson SJ, Tanner-Smith EE, Lipsey MW, Steinka-Fry KT, Morrison J. Dropout prevention and intervention programs: Effects on school completion and dropout among school-aged children and youth: A systematic review. Campbell Systematic Reviews. 2011:8.

2 IES WWC-Rumberger 2017 - Rumberger R, Addis H, Allensworth E, et al. Preventing dropout in secondary schools. Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), US Department of Education (US ED), Institute of Education Sciences (IES), What Works Clearinghouse (WWC); 2017.

3 Mac Iver 2017 - Mac Iver MA, Sheldon S, Naeger S, Clark E. Mentoring students back on-track to graduation: Program results from five communities. Education and Urban Society. 2017;49(7):643-675.

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.