IDEAS home Printed from https://ideas.repec.org/a/eee/cysrev/v34y2012i12p2319-2326.html
   My bibliography  Save this article

The influence of meeting time on academic outcomes in school-based mentoring

Author

Listed:
  • Schwartz, Sarah E.O.
  • Rhodes, Jean E.
  • Herrera, Carla

Abstract

This study explores the role of mentor–youth meeting time on academic performance within school-based mentoring. Participants in the study (N=1139) were part of a national evaluation of the Big Brothers Big Sisters school-based mentoring programs, approximately half of whom had been randomly assigned to receive mentoring at their schools. Within the treatment group, 44% were in programs in which matches met after school, 25% were in programs in which matches met during the school day excluding lunch, 6% were in programs in which matches met during lunch, and 26% were in programs in which matches met at various times during and after school. Among academically at‐risk youth, the impact of school-based mentoring on academic outcomes was moderated by the time during which matches met. Specifically, academically vulnerable youth derived significant academic benefits from mentoring in programs that met after school or during lunch. In programs that met during school as a pullout program, there was no evidence of benefits and some evidence of negative effects on academic outcomes. Implications of the findings for research and intervention are discussed.

Suggested Citation

  • Schwartz, Sarah E.O. & Rhodes, Jean E. & Herrera, Carla, 2012. "The influence of meeting time on academic outcomes in school-based mentoring," Children and Youth Services Review, Elsevier, vol. 34(12), pages 2319-2326.
    • Handle: RePEc:eee:cysrev:v:34:y:2012:i:12:p:2319-2326
    DOI: 10.1016/j.childyouth.2012.08.012
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S0190740912003362
    Download Restriction: Full text for ScienceDirect subscribers only
    File URL: https://libkey.io/10.1016/j.childyouth.2012.08.012?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Aksoy, Tevfik & Link, Charles R., 2000. "A panel analysis of student mathematics achievement in the US in the 1990s: does increasing the amount of time in learning activities affect math achievement?," Economics of Education Review, Elsevier, vol. 19(3), pages 261-277, June.
    2. Thompson, Lynn A. & Kelly-Vance, Lisa, 2001. "The impact of mentoring on academic achievement of at-risk youth," Children and Youth Services Review, Elsevier, vol. 23(3), pages 227-242, March.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Bayer, Amanda & Grossman, Jean & DuBois, David, 2013. "School-Based Mentoring Programs: Using Volunteers to Improve the Academic Outcomes of Underserved Students," MPRA Paper 85140, University Library of Munich, Germany.
    2. Bayer, Amanda & Grossman, Jean & DuBois, David, 2015. "Using Volunteer Mentors to Improve the Academic Outcomes of Underserved Students: The Role of Relationships," MPRA Paper 85106, University Library of Munich, Germany.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Gourley, Patrick, 2021. "Back to basics: How reading the text and taking notes improves learning," International Review of Economics Education, Elsevier, vol. 37(C).
    2. Torberg Falch & Marte Rønning, 2011. "Homework assignment and student achievement in OECD countries," Working Paper Series 11411, Department of Economics, Norwegian University of Science and Technology.
    3. Nicole Schneeweis, 2011. "Educational institutions and the integration of migrants," Journal of Population Economics, Springer;European Society for Population Economics, vol. 24(4), pages 1281-1308, October.
    4. Camarero Garcia, Sebastian, 2022. "Inequality of Educational Opportunities and the Role of Learning Intensity," Labour Economics, Elsevier, vol. 74(C).
    5. Kalenkoski, Charlene Marie & Pabilonia, Sabrina Wulff, 2012. "Time to work or time to play: The effect of student employment on homework, sleep, and screen time," Labour Economics, Elsevier, vol. 19(2), pages 211-221.
    6. William Neilson, 2005. "Homework and performance for time-constrained students," Economics Bulletin, AccessEcon, vol. 9(1), pages 1-6.
    7. Eren, Ozkan & Henderson, Daniel J., 2011. "Are we wasting our children's time by giving them more homework?," Economics of Education Review, Elsevier, vol. 30(5), pages 950-961, October.
    8. Pfeifer, Christian & Cornelißen, Thomas, 2010. "The impact of participation in sports on educational attainment--New evidence from Germany," Economics of Education Review, Elsevier, vol. 29(1), pages 94-103, February.
    9. Rønning, Marte, 2011. "Who benefits from homework assignments?," Economics of Education Review, Elsevier, vol. 30(1), pages 55-64, February.
    10. Bettina Büttner & Stephan L. Thomsen, 2015. "Are We Spending Too Many Years in School? Causal Evidence of the Impact of Shortening Secondary School Duration," German Economic Review, Verein für Socialpolitik, vol. 16(1), pages 65-86, February.
    11. Gordon Abekah‐Nkrumah & Patrick Opoku Asuming & Hadrat Yusif, 2022. "The impact of an additional year in high school on academic performance at university: Evidence from a policy experiment in Ghana," Development Policy Review, Overseas Development Institute, vol. 40(6), November.
    12. Xavier Alarcón & Magdalena Bobowik & Òscar Prieto-Flores, 2021. "Mentoring for Improving the Self-Esteem, Resilience, and Hope of Unaccompanied Migrant Youth in the Barcelona Metropolitan Area," IJERPH, MDPI, vol. 18(10), pages 1-25, May.
    13. De Wit, David J. & Lipman, Ellen L. & da Costa, Jose & Graham, Kathryn & Larose, Simon & Pepler, Debra & Coyle, James & DuBois, David & Manzano-Munguia, Maria & Ferro, Annalise, 2016. "Predictors of early versus late match relationship beginnings in Big Brothers Big Sisters community programs," Children and Youth Services Review, Elsevier, vol. 61(C), pages 281-287.
    14. Claus M. Hoerandner & Robert J. Lemke, 2006. "Can No Child Left Behind Close The Gaps In Pass Rates On Standardized Tests?," Contemporary Economic Policy, Western Economic Association International, vol. 24(1), pages 1-17, January.
    15. Kalenkoski, Charlene Marie & Pabilonia, Sabrina Wulff, 2012. "Time to work or time to play: The effect of student employment on homework, sleep, and screen time," Labour Economics, Elsevier, vol. 19(2), pages 211-221.
    16. De Wit, David J. & Lipman, Ellen & Manzano-Munguia, Maria & Bisanz, Jeffrey & Graham, Kathryn & Offord, David R. & O'Neill, Elizabeth & Pepler, Deborah & Shaver, Karen, 2007. "Feasibility of a randomized controlled trial for evaluating the effectiveness of the Big Brothers Big Sisters community match program at the national level," Children and Youth Services Review, Elsevier, vol. 29(3), pages 383-404, March.
    17. repec:ebl:ecbull:v:9:y:2005:i:1:p:1-6 is not listed on IDEAS
    18. Nunoo, Jacob & Taale, Francis & Sebu, Joshua & Adama, Adams Sorekuong Yakubu, 2023. "Influence of teacher absenteeism and school distance on cognitive skills in Ghana," International Journal of Educational Development, Elsevier, vol. 97(C).
    19. Park, Hyejoon & Yoon, Jina & Crosby, Shantel D., 2016. "A pilot study of big brothers big sisters programs and youth development: An application of critical race theory," Children and Youth Services Review, Elsevier, vol. 61(C), pages 83-89.
    20. Feu Gelis, Jordi, 2015. "How an intervention project contributes to social inclusion of adolescents and young people of foreign origin," Children and Youth Services Review, Elsevier, vol. 52(C), pages 144-149.
    21. Pabilonia, Sabrina Wulff, 2015. "Children's Media Use and Homework Time," IZA Discussion Papers 9126, Institute of Labor Economics (IZA).

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:cysrev:v:34:y:2012:i:12:p:2319-2326. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.elsevier.com/locate/childyouth .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.