Cori Brewster, Jennifer Fager
September 1998
By Request...
Published twice yearly for NWREL member institutions
Northwest Regional Educational Laboratory
101 S.W. Main Street, Suite 500
Portland, OR 97204
Telephone (503) 275-9500
Students face barriers to academic and social success for many different reasons throughout the course of their education. Consider the following scenarios:
Shawnda, an eighth grader, loves algebra and is at the top of her class. When asked what she wants to do when she gets older, she can't think of a career where she could apply her math skills. And, despite having the highest test scores in her class, she doesn't have confidence that she could be successful in a math or technology-related career.
Meanwhile, John, a junior, is thinking about dropping out of school. He's already missed several weeks of class this semester and he just doesn't see any point in trying to catch up. As far as John can tell, nobody—at home or at school—really cares whether he graduates or not.
What can schools do to help students like John and Shawnda reach their potential? The answer may seem obvious at first: provide them with more individual attention, more guidance, more encouragement, more support. At a time when teachers are faced with overwhelming demands of increasingly diverse student needs, however, this solution hardly seems realistic. Are there other ways schools can provide students with more individual attention without placing even greater demands on classroom teachers?
One strategy that has become popular over the past decade is mentoring—pairing students with adult volunteers or older students who provide friendship, guidance, and support as students navigate new and ever more challenging circumstances. Through school-based mentoring programs, schools across the country are offering students new avenues for exploring educational and career paths, stronger incentives for staying in school, and increased confidence in their ability to succeed. For students in need of career direction, mentoring programs can pair them with professionals who can familiarize them with the world of work, serve as role models, and bolster confidence. For students having social or academic difficulties, or for students at risk of dropping out, mentoring programs provide friends who are personally involved in students' success and who can both encourage them and hold them accountable for going to class and getting their work done. And mentoring programs are not just limited to these scenarios. Versatile and relatively low in cost to implement when compared to other school improvement efforts, mentoring programs are being designed for students of all ages and from all segments of the student population. Although mentoring is often considered to be primarily for students with low grades and limited opportunities, it is useful for gifted and mainstream students as well, providing them with opportunities to develop job and communication skills, practice decisionmaking, and learn more about subjects such as art, science, history, math, and technology.
This booklet provides an overview of school-based mentoring. Recognizing that no two programs are alike, it focuses on how student mentoring works, the benefits associated with it, and strategies for designing successful mentoring programs which address the specific needs of individual students, communities, and schools.
Today's youth are growing up in a world in which caring, supportive adults tend to have less time to spend with them and are increasingly hard to find (Freedman & Baker, 1995). As enrollment in the nation's schools continues to grow and resources dwindle in many areas, teachers often find themselves unable to provide individual attention and support to each student. Single and working parents have less time to spend with their children as they struggle to meet the time demands of work and family. And, for poor and migrant students especially, the national trend of greater geographic mobility has resulted in many students being cut off from the groups that mentoring relationships traditionally grew out of—extended family, longtime neighbors, family friends, and tribes (Freedman, 1993; Smink, 1990).
The decrease in adult involvement in children's lives has been linked to numerous consequences for youth, from low achievement or grades, to lowered career aspirations, to truancy and juvenile crime (Freedman, 1993; Smink, 1990). In an effort to counteract these trends, schools, social service agencies, and community organizations across the country are turning to mentoring programs, hoping to strengthen students' chances for success by providing them with greater access to caring adults and the wealth of resources those adults possess.
Definitions of mentoring vary widely, as do individual youth mentoring programs and the types of relationships they promote (Smink, 1990). Broadly defined, however, mentoring is a sustained "one-to-one relationship between a caring adult and a child who needs support to achieve academic, career, social, or personal goals" (McPartland & Nettles, 1991, p. 568). Unlike "natural mentoring" relationships which may develop independently between students and teachers, older friends, relatives, or coaches, "planned mentoring" relationships are those in which a young person—the "mentee"—is matched with a mentor through a structured program with specific objectives and goals in mind (Floyd, 1993).
According to Floyd, planned mentoring programs can be broken down into three general types:
To be sure, academic, career, and personal development mentoring frequently overlap. Rather than focusing on any one type of mentoring, this booklet looks at school-based mentoring in general, acknowledging that schools may choose to combine elements of two or all three types as they work to address multiple issues and meet diverse school and student needs.
As noted earlier, mentoring programs can be designed for virtually any segment of the student population, from elementary students with an interest in science to high school students at risk of dropping out. Although the majority of existing school-based mentoring programs target middle and high school students, some programs work primarily with elementary school students, operating on the belief that "personal attention should begin early—before poor study habits or negative behavior have a chance to become well-established and potentially destructive" (Lengel, 1989, p. 28).
Depending on school and community needs, mentoring programs can target (Faddis et al., 1988; Pringle et al., 1993):
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:
Benefits for mentors include:
Benefits for schools include:
While mentoring has been shown to have numerous positive impacts for students, mentors, and schools, it is important to remember that mentoring is not a "fix-all" strategy. Mentoring alone cannot remedy all of the social and environmental factors which contribute to poor student attendance, performance, self-esteem, and behavior (Smink, 1990).
In their two-year study of Project RAISE, a mentoring program for at-risk middle school students in Delaware, McPartland and Nettles (1991) found that while the effects of the mentoring program were "sizable, [they] were not sufficient to neutralize the academic risks with which students entered the program" (p. 568). Although middle school students who participated in Project RAISE improved attendance and report card grades in English, they remained below district averages in attendance, standardized test scores, grade retention rates, and nearly all academic areas.
Researchers emphasize that mentoring programs targeting low-performing and at-risk students especially are most effective when offered in conjunction with other social and academic services geared toward improving student performance and addressing students' individual needs (Mosqueda & Palaich, 1990).
Although there is no one right way to go about developing a school-based mentoring program, there are a number of steps schools need to take in order to get a program off the ground and running smoothly. The following sections outline some basic steps and strategies for putting together a successful mentoring program that addresses the specific needs of schools and communities.
The importance of careful planning cannot be emphasized enough. In fact, appointing a steering committee to be in charge of planning the mentoring program is one of the first steps you'll need to take. Be sure to give the planning committee plenty of time to develop program goals, solicit support, and locate staff for the mentoring program before making contact with potential mentors and mentees. Issues to discuss early in the planning process include:
Goals and objectives—Assess school needs and identify the program's target group and objectives (Smink, 1990). This is a good time to review current publications on mentoring and look at how mentoring has been used to benefit students at other schools. See Appendices A and B for lists of guidebooks and internet resources for developing school-based mentoring programs.
Infrastructure—Think about program structure and staff needs. Who will coordinate the program? What kind of support will the program coordinator(s) need? Depending on the size and scope of the program, it may take more than one full-time staff person to recruit mentors and mentees, conduct trainings, facilitate matches, support mentors, solicit funding and oversee daily program operations. Larger, multi-school programs may need to designate site coordinators for each campus in addition to an overall mentoring program director (Crockett & Smink, 1991). Keep in mind that running an effective mentoring program will require a great deal of time, skill, and energy—relying solely on the goodwill of volunteers to run the program is likely to burn people out and quickly compromise the mentoring program's effectiveness (Freedman, 1993; Sipe, 1996).
Logistics—Discuss what the mentoring relationship will look like: how long will relationships last? When, where, and how often will students and mentors meet (Faddis et al., 1988)? Note that it often takes up to six months for mentoring relationships to develop—for greatest effectiveness, mentors and mentees should meet for an hour or more each week for at least one full school year (Freedman & Baker, 1995).
Liability—Having students and mentors meet on school grounds under the supervision of program staff is the easiest way to limit liability. However, this also limits the privacy and the range of activities available to mentors and mentees (Crockett & Smink, 1991). If students and mentors will be meeting off-site, carefully work out insurance and liability issues with administrators, lawyers, and the district insurance agency (Glasgow, 1996). Ensure that the school, program staff, students, and mentors will be covered in case of accidents, incidents and accusations of abuse, and other emergency situations. Depending on your school's insurance policy, you may be able to address liability issues through informed consent—discuss transportation and other risks with parents and then ask them to sign a consent form agreeing to allow their child to participate (Crockett & Smink, 1991). Many school districts already have coverage for similar off-site activities built into their insurance policies (athletic and work experience programs, for example)—you may be able to use these as models for extending insurance coverage to mentor/mentee meetings (Glasgow, 1996).
Funding—Calculate program costs and identify funding sources. Whether program funding comes from the school district or in the form of grants from foundations and local businesses, ensure that it will be stable and adequate to cover costs for the duration of the mentoring program (Sipe, 1996).
After the planning committee has mapped out the mentoring program's basic goals and structure, the next step is to solicit support for the program from parents, teachers, administrators, and the community. Providing an inservice for teachers and administrators is a good way both to garner support and give teachers an opportunity to identify students who would be appropriate for the program (Lengel, 1989).
Once you have identified the program's target group and objectives, you will need to devise strategies for recruiting and selecting appropriate participants.
Recruiting mentees:
Recruiting mentors:
Quality orientation and training for mentors is essential to the success of any mentoring program (Grossman & Garry, 1997; Sipe, 1996). Important topics for mentor training include:
For greatest success, consider the following when pairing students with mentors:
No matter how careful program staff are in matching students and mentors, however, some matches just won't work out. If, after the first few meetings, mentors and mentees still don't seem to "click," the program coordinator should meet with both parties separately to discuss this. The problem may be worked out by providing the mentor with more training or simply by reminding the pair that it takes time and effort to build a relationship (Crockett & Smink, 1991). However, if it seems unlikely that the pair will hit it off—or if there is any evidence of inappropriate behavior on the part of the mentor—do not hesitate to find the student a different mentor (Mosqueda & Palaich, 1990). It is important that the mentoring relationship be positive and productive, even in the early stages as mentors and mentees begin to get acquainted (Sipe, 1996).
After mentors and mentees have been matched, there is still much work to do. To keep the program running smoothly, program staff will need to:
The effectiveness of any mentoring program depends largely on individual circumstances: student needs and interest, parental and administrative support, and the amount of time and effort put into planning and supervising the program. To maximize your chances for success, take into consideration the following list of "best practices" identified by researchers and mentoring program staff:
Perhaps the most exciting aspect of school-based mentoring programs is that they can be modeled to fit the specific—and constantly changing—needs of individual students, communities, and schools. Whether students need help making career choices, avoiding high risk behaviors, or negotiating cultural differences in a new school, mentoring is one way schools can provide students more individual attention and ensure they aren't left to face those challenges alone.
On the following pages are descriptions of eight Northwest mentoring programs. Though the programs are all different in design and scope, each seeks to better serve students with the benefits mentoring can provide. By no means are these meant to represent an exclusive listing of exemplary programs; rather they are just a few of the many good examples found in the region and throughout the country. Some have been in existence for several years, while others are fledgling efforts. Included for each site is location and contact information, a general description of the program, observed outcomes as a result of the program, and tips directly from these educators for others looking to implement similar ideas in their schools.
The Anchorage School District's mentoring program is designed specifically for gifted students. Students are eligible if they are in grade nine through 12, have a qualifying test score (PSAT, SAT, PLAN, ACT, CAT 5, etc.) of 95 percent or above, and a GPA of at least 3.2. The program, now in its 15th year, matches students with a professional in the career area they plan to pursue, or have a strong interest in.
In order for the mentoring placement to proceed, interested students must provide the program coordinator with two letters of recommendation, a resume, and data sheet. This information, plus the student's transcript, are sent to the mentor prior to the first meeting. When a match has been made, the student, program coordinator, mentor, and parents meet to plan an outline of activities or projects that the pair will pursue. Once the plan is complete, students begin regular visitations to their mentor's workplace.
Students have 12–20 meetings with their mentor over the course of the relationship. The total time commitment is between 45–65 hours. Students are required to keep a journal of their experience which is turned in to the coordinator every month of the mentorship. The journal, regular attendance at mentor appointments, and a capstone project based on their experiences are all part of the one-half credit students receive for the mentorship.
Observed OutcomesAs part of its school-to-work program, Juneau-Douglas High School partners with the Juneau Women's Network to provide mentoring opportunities to all girls in grades nine through 12. The Women's Network is a group of businesswomen who meet to discuss career issues and community topics. This year, they recommended that a mentoring program be developed specifically for adolescent girls. As a result, many offer themselves as mentors to Juneau-Douglas High School girls in need of, or interested in, career direction. Presently, 21 pairs are meeting through the program. Students may request to be involved in the program, or they may be recommended by a teacher, counselor, or their parents. Participation is voluntary and no academic credit is given. To become involved, coordinators ask that students have an identified interest in a subject or career, and have a desire to explore it with the help of a mentor. Motivation is the primary requirement. Once a student is matched with a mentor, there is no prescribed format for the relationship outside of a general "life beyond high school" focus. The relationship is based solely on the needs of the student. Mentees gain exposure to job shadowing, business meetings, business lunches, and recreational activities. In addition, they may work together on homework, school projects, and developing life skills. The goal of the program is to help female students understand that what they learn in school is applicable in the real world, and to provide them with personal academic and career support.
Initially, both mentors and students are asked to fill out informational applications that allow program coordinators to make appropriate matches. Once a match is made, the pair is encouraged to develop a mentoring plan that details their goals of working together and activities they may pursue together. The school asks that mentors contact their mentees two to four times per month. Such contacts may be by telephone or e-mail, but at least one contact is face-to-face. Total contact time may range from eight hours over a semester or project, to 20 hours or more over a year. Time involved depends on individual needs and the time needed to reach mutually agreed upon goals. Mentors are also asked to keep their discussions with mentees strictly confidential, enabling them to foster an atmosphere of trust. If a situation ever arises that the mentor feels must be discussed outside the pair, she must first discuss it with the student.
Program coordinators or supervising teachers monitor the progress of pairs regularly. At the end of each semester, the student, mentor, parent, and teacher or coordinator evaluate the success of the partnership to ensure that it is useful and satisfying for both the student and the mentor. Mentorships may last for only one semester or they may go on for several years, depending on the needs and availability of mentor and mentee. When the mentorship is near its end, goals and activities are evaluated by program coordinators.
Observed OutcomesThe Friends Program at Monroe Elementary School pairs students in grades K-6 in mentoring relationships with employees of Idaho Power. It is a joint effort of the school, the school's Partners In Education (PIE) group (parent-teacher group), and the Idaho Power Company. The mentors are matched with one student whom they agree to visit at least twice a month during the student's lunch time. They are asked to be that student's friend for at least a year, and can continue the relationship as long as the student is at the school and both parties wish to continue meeting.
During their meetings, pairs eat lunch and do a variety of activities together. They can select activities off an activity cart that is provided by the school. It includes things like art supplies, a camera, and games. Though pairs are not allowed to leave campus due to safety and liability concerns, pairs may meet in the school library, the child's classroom, the reading room, or they can go outside. The idea is to give them a place to get away from the hubbub of the rest of the school. Logistics of when and where pairs meet are handled by the school secretary. She makes sure mentees are present when they are supposed to be and that mentors sign in and wear a Friend identification badge when present in the school.
Mentees are selected by teachers for different reasons. They are not necessarily at-risk or high-needs children; rather they represent students whom teachers feel would benefit from a long-term relationship with an adult friend. Once selected, they sign a commitment form and their parents sign a permission slip. In addition, they receive a packet of information about the Friends Program that contains interaction hints, a list of what a mentor does and does not do, and a copy of the school's mentor interaction policy.
Actual matching of pairs is done primarily by the school counselor. She sorts applications taking into consideration requests from Idaho Power personnel regarding age and gender, combines that with special needs or concerns for either party, and comes up with the matches she feels are most appropriate. If for some reason a match does not work, mentor or mentee can contact the school counselor, principal, or Idaho Power program liaison to request a change or to be released from the program.
All new mentors must participate in the school's mentor training in the fall which is based on the mentor handbook developed at the school. It includes basic information on student matches, hints for interactions and expectations, a policy statement, staff lists, a school map, school calendar, school schedule, and a list of other Idaho Power personnel volunteering as mentors. Twice a year mentors have the opportunity to meet with school staff and PIE members to discuss the Friends Program.
The program once relied on the recruitment efforts of coordinators to ensure enough mentors were available. Now that it has existed for nearly 12 years, the program's reputation is strong enough to enlist mentors. The program is so popular with students, that there is always a waiting list. The program is also promoted through Idaho Power e-mail networks and through local news coverage.
The Friends Program is coordinated mainly by the PIE committee, which meets for breakfast once a month to discuss the program and other school-related issues. It is also evaluated annually to determine how it can be improved.
Observed OutcomesNow in its third year, Mentors For Monforton, matches children in kindergarten through eighth grades with high school students who have been carefully screened and selected to be mentors. Matches are made based on shared interests, personalities, and age. Generally, cross-gender matches are not made unless a child presents an obvious need for a mentor of the opposite sex (i.e. a boy who has no contact with his mother may be paired with a female mentor).
The program, which is a partnership between the Big Brothers and Big Sisters of Gallatin County, Monforton School, and Bozeman High School, began in an effort to curb the high dropout rate the area was experiencing. The Big Brothers and Big Sisters agency provides an individual who is in charge of taking attendance for the high school students, collects their journals each week, and rides the bus to and from Monforton with them on their twice weekly visits. (The pairs spend two hours together each week during school hours at Monforton.)
The relationship between the mentor and mentee is built around tutorial activities, playing games, working on art projects, and talking. Mentors are also encouraged to keep in contact by phone with their mentee during the week, or by simply dropping them a note. Mentees also take monthly trips to the high school. These visits familiarize them with their future school and help them gain an appreciation for higher learning. Group activities are held throughout the summer months.
The program seeks to acquaint the younger students with the high school and its procedures, and also to introduce them to older, positive role models. The mentees are students who may be at-risk or who display nervousness about transferring to the high school. They can be referred by teachers, parents, or themselves. The mentors are generally students who are interested in becoming teachers and who are enrolled in the high school's mentoring class. They are accepted in the program after going through a rigorous application and interview process, and successfully demonstrating that they meet set mentor criteria.
Each Friday, mentors meet together and receive training from program coordinators to further their skills. They address topics such as violence prevention and listening strategies. For their work, mentors receive one-half community service credit per semester. On the two days of the week that they are not mentoring or receiving mentor training, they work in the high school as student aids.
The program matches about 30 pairs each year, but has great growth potential because student interest in the program is high.
Observed OutcomesStudent V.O.I.C.E.S. (Volunteer Opportunities Involving Cooperative Educational Service), is a peer mentoring program supported and managed through the nonprofit organization, The Foundation For Student Volunteer Opportunities, Inc. in cooperation with the Beaverton School District and the PEAKS-Washington County Americorps Team office out of Forest Grove School District. Student V.O.I.C.E.S. is beginning its fifth year of service in the Beaverton School District.
Student V.O.I.C.E.S. recruits mentors from middle school through college. The minimum service requirement for mentors is one hour per week, but many volunteers spend up to four hours a week with their mentees. College students are eligible to mentor students in grades K-12; high school students are eligible to mentor students in grades K-8; and middle school students are eligible to mentor students in grades K-1. Depending on the ages of the students involved, the nature of the mentoring relationships vary. Younger pairs may work on basic literacy activities, supervised by the mentee's classroom teacher, instructional assistant, and an Americorps Volunteer, or a Federal Work Study college student volunteer. High school mentors work as homework support mentors and classroom aides. In addition, third and fourth year high school language students are recruited to mentor younger English as a Second Language (ESL) students whose native language is the same one the mentor studies. Together they work on literacy activities that not only improve the mentee's English language skills, but also serve to further enhance the mentor's foreign language abilities. All student volunteer mentors work one-on-one or in small groups with mentees throughout the school year. Many mentors also provide assistance in districtwide summer programs. Overall, mentors work to be both academic and social role models to their younger peers, acting as friends and confidants.
Districtwide, almost 700 students are involved in V.O.I.C.E.S. as either a mentor or mentee. And it is not uncommon for one-time mentees to become mentors as they get older and become more confident in themselves. Several area schools outside of the 22 participating Beaverton schools also take part in the program. The success of the program relies on its volunteers and partnerships with area businesses.
Observed OutcomesMany adults in the small eastern Oregon town of Ontario participate in the Ontario School District's Lunch Buddy program. Over the past four years Lunch Buddies, a mentoring program that pairs students in first-through eighth-grades with adult volunteer mentors, has attracted counselors, accountants, farmers, bankers, stay-at-home parents, retired teachers, and others. In the early stages of the program, recruitment was conducted via presentations to community groups such as the Lions, Rotary, American Association of Retired Persons, church groups, and businesses. Today, word-of-mouth is an effective way to recruit additional mentors, yet there continues to be a need to enlist mentors through presentations to local community groups, businesses, and service agencies.
Participation in the program requires mentors to commit to spending one lunch hour per week with their mentee. While together, the pair eats lunch and works on an activity together. The mentors choose the meeting day, and the mentees choose the activity. Mentors are also required to attend a training that details how to work with children, and the responsibilities involved in mentoring a child. They must submit references and have a criminal background check. After the training, mentors become state registered volunteers through the State Department of Human Resources, which allows them to be covered by state liability insurance. When the training is completed and everything else is cleared, the adult is matched with a student who shares common interests and has been identified by a teacher, parent, other staff member, or themselves as one who could benefit from adult interaction. Children may be identified for the program if, for example, they don't get much one-on-one time with adults, or they may be students who need a little extra motivation to succeed in school. Great effort is made to ensure the Lunch Buddy program is positive and that it is seen by children as a privilege, instead of something reserved for troubled kids.
The program coordinator, who makes the matches, has a few rules that guide the program.
To date, there are 26 Lunch Buddy pairs meeting in the district, but the number of matches fluctuates each year. Mentors are asked to meet for at least one school year with their mentee, but the relationship can go beyond that, if both wish to continue.
Observed OutcomesFor the past three years, the Yakima Valley Community College Women's Program has sponsored two group mentoring programs—one targeted at Native American teenage girls and one targeted at pregnant or parenting teenage girls from a local alternative school. Unlike any of the other mentoring programs described in this booklet, this group mentoring effort takes small groups of youth (generally less than 10 students) with similar backgrounds, and guides them through structured experiences intended to broaden their social and academic horizons. Though this program may not fit the traditional definition of mentoring as a one-on-one relationship, program coordinators are convinced it works precisely because activities occur in a group situation. Specifically, the girls served benefit from positive group interaction and peer support that they might not otherwise receive.
Although the program partners with different alternative schools each year, the focus is generally to provide students with enough exposure to career and academic activities, that they learn to think beyond their everyday life and see their potential for success in the world. It works to remove them from their comfort zones and offer them unique growth experiences within a safe, accepting peer group.
In their work with pregnant and parenting teens, program coordinators meet monthly for two hours with participants at the local museum where they use museum resources and space for learning activities. With a general emphasis on math and science, mentees explore geology, meteorology, and archaeology under the guidance of a program coordinator and a teacher. They participate in hands-on activities that encourage self-paced learning, intellectual stimulation, and self confidence.
In order to provide Native American girls with broader career awareness, counselors at the Yakama Nation Tribal School partnered with Yakima Valley Community College to coordinate the group mentoring program. Once or twice a month, the girls are picked up from the reservation and taken to the college where they have the opportunity to participate in a vocational activity sponsored by one of the college departments. Program coordinators try to give the mentees a very different experience each visit. For example, at one visit they may work with staff from the dental hygiene program, doing mock dental work; at another they may work with staff from the drafting program, experimenting with computer aided drafting programs. All experiences involve hands-on exploration. Not only does this mentoring effort give the girls a chance to explore a variety of career options, but it also helps to eliminate some of the isolation they experience while living on the reservation.
These mentoring projects have been sponsored by the Office of the Superintendent of Public Instruction's Equity Office in Washington and through a grant from the Carl D. Perkins Applied Technology Education Act.
Observed OutcomesBrown, R. S. (1995). Mentoring at-risk students: Challenges and potential. Toronto, Ontario: Toronto Board of Education.
Cohen, J. & Blanc, S. (1996). Girls in the middle: Working to succeed in school. Washington, D.C.: American Association of University Women Educational Foundation.
Cragar, M. A. (1994). Reducing the high school DCT cooperative education drop out rate through an employer/student mentor program and at-risk teams. (ERIC Document Reproduction Service No. ED 376 406)
Crockett, L. & Smink, J. (1991). The mentoring guidebook: A practical manual for designing and managing a mentoring program. Clemson, SC: National Dropout Prevention Center.
Faddis, B., Ruzicka, P., Berard, B., & Huppertz, N. (1988). Hand in hand: Mentoring young women. A guide for planning, implementing, and evaluating a mentoring program. Portland, OR: Northwest Regional Educational Laboratory.
Floyd, N. (Ed.) (1993). Mentoring. Education research consumer guide, 7. Washington, DC: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED 363 678)
Freedman, M. (1993). The kindness of strangers: Adult mentors, urban youth, and the new voluntarism. San Francisco, CA: Jossey-Bass.
Freedman, M. & Baker, R. (1995). Workplace mentoring for youth: Context, issues, strategies. Education reform and school-to-work transition series. Washington, DC: Office of Educational Research and Improvement.
Glasgow, N. A. (1996). Taking the classroom into the community: A guidebook. Thousand Oaks, CA: Corwin Press, Inc.
Grossman, J. B., & Garry, E. M. (1997, April). Mentoring: A proven delinquency prevention strategy. Office of Juvenile Justice and Delinquency Prevention Bulletin.
Harjan, N. (Winter 1994). Factors that influence high school mentoring relationships. International Mentoring Association Newsletter. Available online: www.indiana.edu/~rugsdev/ima.html
Lengel, A. (1989, January–February). Mentee/mentor: Someone in my corner. Gifted Child Today, pp. 27–29.
McCarthy, N., & Knox, L. (1993). The individualized mentoring model: A recipe for success. Portland, OR: Multnomah Education Service District Press.
McPartland, J. A., & Nettles, S. M. (1991). Using community adults as advocates or mentors for at-risk middle school students: A two-year evaluation of Project RAISE. American Journal of Education 99(4) 568–586.
Mosqueda, P. F., & Palaich, R. (1990). Mentoring young people makes a difference. Denver, CO: Education Commission of the States.
National Mentoring Partnership. (1991). Mentoring: Elements of effective practice. Source: National Mentoring Workgroup, convened by United Way of America and One to One/The National Mentoring Partnership, 1991. Available online: www.mentoring.org/bestpractices.html
New York State Mentoring Program. (1991). Program operation training manual. New York City, NY: New York State Mentoring Program (ERIC Document Reproduction Service No. ED 353 346)
Pringle, B. et al.. (1993). Peer tutoring and mentoring services for disadvantaged secondary school students: An evaluation of the secondary schools basic skills demonstration assistance program. Washington, DC: Policy Studies Association, Inc.
Project PLUS. (1990). A special report on mentoring from Project PLUS and the Aspira Association, Inc. Pittsburgh, PA: One Plus One. (ERIC Document Reproduction Service No. ED 329 612)
Saito, R. N., & Roehlkepartain, E.C. (1992, November). The diversity of mentoring. Source Newsletter.
Sipe, C. (1996). Mentoring: A synthesis of P/PV's research: 1988 – 1995. Philadelphia, PA: Public/Private Ventures. (ERIC Document Reproduction Service No. ED 404 410)
Smink, J. (1990). Mentoring programs for at-risk youth: A dropout prevention research report. Clemson, SC: National Dropout Prevention Center.
Crockett, L. & Smink, J. (1991). The mentoring guidebook: A practical manual for designing and managing a mentoring program. Clemson, SC: National Dropout Prevention Center.
Faddis, B., Ruzicka, P., Berard, B., & Huppertz, N. (1988). Hand in hand: Mentoring young women. A guide for planning, implementing, and evaluating a mentoring program. Portland, OR: Northwest Regional Educational Laboratory.
Glasgow, N. A. (1996). Taking the classroom into the community: A guidebook. Thousand Oaks, CA: Corwin Press, Inc.
Mosqueda, P. F. & Palaich, R. (1990). Mentoring young people makes a difference. Denver, CO: Education Commission of the States.
McCarthy, N. & Knox, L. (1993). The individualized mentoring model: A recipe for success. Portland, OR: Multnomah Education Service District Press.
New York State Mentoring Program. (1991). Program operation training manual. New York City, NY: New York State Mentoring Program (ERIC Document Reproduction Service No. ED 353 346)
This is a particularly useful site, offering current research and information on mentoring; on-line support for developing or expanding mentoring programs; lists of publications and other mentoring resources; descriptions of a wide variety of school-based and private mentoring programs for youth; and links to consultants who can help with program development and planning.
This site contains several articles on current issues in mentoring, offers limited information on funding sources for mentoring programs, and provides links to several individual school-based mentoring programs and other mentoring resources. For some reason, it is difficult to reach this site with some servers. An alternate route to the International Mentoring Association page is to go to www.indiana.edu (Indiana University home page) and then search their directory for "International Mentoring Association."
This site links you to the Mentoring Institute's "Virtual Mentoring Library" which contains numerous abstracts and syntheses of studies on individual mentoring programs and issues.
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This document's URL is: © 2003 Northwest Regional Educational Laboratory
Date of Last Update: 08/13/2004 
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