Murray State Theses and Dissertations

Abstract

Many middle school students are considered at-risk due to attendance, lower levels of academic achievement, and behavior referrals. Mentoring programs have been in effect for decades and continue to yield positive results. The purpose of the study is to determine if fourth and fifth grade at-risk students are impacted by mentoring. The researcher seeks to determine if mentoring increases students’ attendance, increases math and reading test scores, and decreases the amount of behavior referrals. Participants were compared to their own data using a pre-tests and post-tests. Attendance comparisons were made between Spring 2016 and Spring 2017 semesters. Math and reading iReady pre-tests were taken in Fall 2015, Winter 2016, Spring 2016, and Fall 2016. The pre-test scores were compared to the post-test scores taken in Spring 2017. Discipline referrals were compared between Fall 2016 and Spring 2017 semesters. The results indicated that mentoring had a strong statistical significance on student attendance. Significant differences were not discovered in the iReady test scores or in the decrease of discipline referrals.

Year manuscript completed

2017

Year degree awarded

2017

Author's Keywords

at-risk, attendance, academic achievement, behavior

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Teresa B. Clark

Committee Chair

Teresa B. Clark

Committee Member

Robert Long

Committee Member

Jill Hodum

Committee Member

Barry England

Document Type

Dissertation

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