Research on the Benefits of Mentoring

Texas Education Agency

All students who were enrolled in the 9th grade for the first time in 1996-97 school year were designated as the cohort group of the class of 1999-2000. After four years of high school each member of the cohort will be categorized as either (1) a graduate, (2) still in school, (3) a transfer, (4) a dropout, (5) an in-voluntary withdrawal, or (6) a voluntary withdrawal.

The Texas Education Agency defines a dropout as a student who is absent without an approved excuse or documented transfer, and does not return to school in the fall of the following school year, or if he or she completes the school year but fails to re-enroll in the following school year. Involuntary withdrawals is used to describe those students who withdraw from school for reasons that are beyond their control such as poor health. Voluntary withdrawals includes those students who left school without graduating but do not belong in any of the other categories.

A brief review of dropout data for the cohort of 1999-2000 will be shared in order to offer a better perspective of this student population since we will be targeting potential dropouts. It is envisioned that providing a caring adult to intervene with students in at-risk situations will decrease the possibility of having them drop out.

The District Dropout rate for this cohort is 31.4%. This percentage includes voluntary withdrawals. 61.1% graduated and 7.7 are still in school. Of the 65,290 high school students enrolled, 8,975 discontinued their education. American Indians had the highest percentage of dropouts (45%) followed by Hispanics (32.7%), Black (32.1%), White (25.4%) and Asian (17.7%)

The number one reason students give for discontinuing their education is the need to work in order to provide financial assistance to their families. Poor attendance is the second major reason. The lack of attendance causes academic failure. Additional reasons cited include the preference to enroll in a GED program, overage for their grade level, marriage/pregnancy, and a dislike for school.

Students who drop out of school have a significant impact on the economy as well as their potential earning power. It is estimated that the lost tax revenue for a current class of dropouts nationwide is approximately $71 billion dollars over the lifetime of the dropouts because of their lower earning potential.

  • Dropouts earn approximately $6000 less annually than a high school graduate;
  • Job turnover rates are nearly three times as high for dropouts as for high school graduates;
  • One in four dropouts will have a job lasting less than a year.

Dropouts are more likely to engage in high-risk behaviors including premature sexual activity, becoming pregnant, committing crimes, using alcohol and drugs, and committing suicide. Dropouts also make up half of the prison population.

The Commonwealth Fund 1998 Survey of Adults Mentoring Young People

There have been numerous reports of the positive impact of mentoring, including increased academic performance and attendance rates, improved behavior and relationships, and a decrease in the number of students who dropout of school. However, historically this research was derived from testimonials. This changed in 1998 when Princeton Survey Research Associates, under the direction of the Commonwealth Fund, conducted The Commonwealth Fund 1998 Survey of Adults Mentoring Young People. The results of this survey lend credence to the positive experiences and impact of mentoring that has been described for decades. Highlights of this study will be outlined for the following reasons:

  • to give you an idea of the major problem areas confronted by many of
    the students with whom you will be engaged;
  • to report the impact of mentoring on youth, and;
  • to convey the impact of mentoring on mentors.

Major Problem Areas Confronted by Students:
Only 20% of youth in mentoring relationships are not experiencing any major problems, which means 80% of youth experience at least one problem. Of this 80%, 23% reported 5 or more problems.According to this study, the five most prevalent problems reported by youth were as follows:

  • Negative Feelings about Self
  • Poor Family Relationships
  • Poor Grades
  • Hanging Out with Wrong Crowd
  • Trouble at School

Impact of Mentoring on Youth
Over 62% of mentors felt confident that they had "helped a lot" with the students who reported having "Negative Feelings about Self." Almost 50% of the mentors believed they had a positive impact on students who were having "Trouble at School".

Impact of Mentoring on Mentors

  • Only 3%, or 45 of the 1,504 adult mentors surveyed reported having
    something other than a positive experience as a mentor.
  • 84%, or 1,263 mentors said they were "Likely to Mentor Again", and
  • 91 % reported that they would encourage their friends to join them in
    mentoring.

The Commonwealth Fund 1998 Survey of Adults Mentoring Young People confirms that mentoring is a Win-Win proposition for everyone involved. We are confident that it will be for you too!