What Does the Research Say?

Because youth mentoring programs vary so widely in scope, structure, and length of involvement, it is difficult for researchers to measure mentoring’s effectiveness (Brown, 1995). Much of the information currently available on mentoring successes comes in the form of testimonials from former mentors and mentees, and from studies of non-school-based programs that serve a large enough number of students to provide valid test groups (Smink, 1990). In examining both school-based and private mentoring programs for youth, researchers have observed a number of benefits for students, schools, and mentors.

Benefits for students include:

• Improved academic performance (indicated by higher report card grades and standardized test scores) (Cragar, 1994; Pringle et al., 1993; Sipe, 1996)
• Increased attendance rates (Cragar, 1994; McPartland & Nettles, 1991; Sipe, 1996)
• Higher college enrollment rates and higher educational aspirations (Floyd, 1993)
• Better attitudes about school (Pringle et al., 1993)
• Enhanced self-esteem and self-confidence (Sipe, 1996)
• Improved behavior, both at home and at school, including fewer disciplinary referrals and less violent and disruptive behavior (Pringle et al., 1993; Sipe, 1996)
• Improved relationships with parents, teachers, and peers (Project PLUS, 1990; Sipe, 1996)
• Enhanced social, communication, relationship, and decisionmaking skills (Grossman & Garry, 1997)
• Heightened career awareness and ability to make vocational and educational choices
• Decreased likelihood of dropping out of school (Project PLUS, 1990); initiating drug and alcohol use (Sipe, 1996); or becoming a teen parent (Grossman & Garry, 1997)

Benefits for mentors include:

• Friendships with young people
• Connections with youth
• The satisfaction of having contributed to the community (Mosqueda & Palaich, 1990; Smink, 1990)
• Opportunities to enhance personal strengths and develop new skills (Smink, 1990)

Benefits for schools include:

• Lower dropout rates (Project PLUS, 1990)
• Opportunities to further develop partnerships with businesses and community organizations (Faddis et al., 1988; Smink, 1990)
• Improved image of the school in the community (Pringle et al., 1993)
• Increased community support—through mentors who often become school advocates, the community gains a better understanding of the challenges students, teachers, and schools face and becomes more aware of schools’ accomplishments and achievements (Pringle et al., 1993)

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