The Predictive Nature of Mentoring Student Academic Progress, Mentor Educational Background, and Mentor Tenure among High School Dropouts Who Graduated from an Educational Management Organization

Using official school data from a sample of 3,461 students enrolled in Grad Solutions, an Educational Management Organization (EMO), from 2015 through 2018, we conducted a quantitative cross-sectional research design study to understand the predictive nature by which students who dropped out of high...

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Bibliographic Details
Published inThe Journal of at-risk issues Vol. 23; no. 1; pp. 15 - 24
Main Authors Hickman, Greg, Nwosu, Kingsley Chinaza, Camper, Bradley, Nelson, Jody
Format Journal Article
LanguageEnglish
Published National Dropout Prevention Center 2020
Subjects
At Risk Students
Credits
Dropouts
Educational Administration
Educational Background
Graduation Rate
High School Graduates
Mentors
Organizations (Groups)
Predictor Variables
Progress Monitoring
Tenure
Arizona (Mesa)
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Summary:Using official school data from a sample of 3,461 students enrolled in Grad Solutions, an Educational Management Organization (EMO), from 2015 through 2018, we conducted a quantitative cross-sectional research design study to understand the predictive nature by which students who dropped out of high school and re-enrolled in Grad Solutions graduated high school. The authors used logistic regression to examine the extent to which students' credits upon enrollment, students' credits remaining after enrollment, mentors' educational background, percentage of mentors' monthly student progress toward graduation, and tenure as a mentor on whether a student graduates or drops out from Grad Solutions. All variables of study significantly predicted p < 0.001 and p < 0.01, an increase and decrease in the odds by which students graduated high school or dropped out of high school. Implications are drawn for designers of mentoring and intervention programs as well as EMOs.
ISSN:1098-1608