Urban community as resource: Evaluation of the mentors in Toledo schools program |
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| Institution: | 1. College of Education and Human Development, School of Educational Foundations, Leadership, & Policy, Bowling Green State University, 517 Education Building, Bowling Green, OH 43402, USA;2. College of Education and Human Development, School of Educational Foundations, Leadership, & Policy, Bowling Green State University, 563 Education Building, Bowling Green, OH 43402, USA;1. Vantage Evaluation, United States;2. Claremont Graduate University, United States;1. Methodist University, Fayetville, NC, 28311, USA;2. University of South Carolina, Columbia, SC, 29208, USA;3. University of Idaho, Moscow, ID, 83844, USA;4. Longwood University, Farmville, VA, 23909, USA;5. The Citadel, Charleston, SC, 29409, USA;1. Clinical Sciences Program at the Research Centre Charles-LeMoyne - Saguenay–Lac-Saint-Jean, Faculty of Medicine and Health Sciences, Sherbrooke University, Longueuil Campus, Canada;2. Department of Family Medicine at the Faculty of Medicine and Health Sciences, Sherbrooke University, Research Centre Charles-LeMoyne - Saguenay–Lac-Saint-Jean, Longueuil, Canada;3. School of Public Administration, University of Victoria -Victoria, Canada, Department of Community Health, Faculty of Medicine and Health Sciences, Sherbrooke University, Research Centre Charles-LeMoyne - Saguenay–Lac-Saint-Jean, Longueuil, Canada;1. 4.669 Evaluation and Planning, United States;2. Director of Evaluation, Syntek Technologies, United States;1. The Department of Population, Family and Reproductive Health, The Johns Hopkins Bloomberg School of Public Health, 615 N. Wolfe Street, Baltimore, MD 21205, United States;2. The Johns Hopkins Center for Child & Community Health, Johns Hopkins Bayview Medical Center, 5200 Eastern Avenue, Suite 4200, Mason F. Lord Building, Center Tower, Baltimore, MD 21224, United States;3. Child Trends, Inc., 7315 Wisconsin Ave, Suite 1200W, Bethesda, MD 20814, United States |
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| Abstract: | We report findings from an evaluation of the Mentors in Toledo Schools program (MITS), which pairs adult community volunteers with elementary school students in need of reading support. Begun in 2012, MITS now operates in five elementary schools in Toledo Public Schools. A quasi-experimental study of 379 students (n = 128 mentored, n = 251 comparison) tested the effectiveness of MITS, using changes (fall to spring) in students’ scores on STAR Reading. Multilevel models demonstrate students who participated in MITS made statistically significant, and educationally meaningful, reading gains compared to students who did not participate. Further, an investigation of the importance of dosage revealed that number of mentoring sessions is related to students’ outcomes; students who participated in reading mentoring at least once per week showed the most educationally meaningful improvements. We also report qualitative feedback from adult program participants, including teachers, mentors, and site coordinators, to help contextualize the STAR Reading results. These findings speak to the opportunity for community volunteers to act as low-cost and effective supports for urban elementary school students who are at-risk for reading failure. |
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| Keywords: | Program evaluation Mentoring Reading At-risk students Quasi-experiment Urban Elementary Volunteer |
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