This study examined the effectiveness of a supervised mentoring program designed to improve the academic achievement of 834 lowâincome elementary and secondary school students in Seoul, South Korea. When compared to the control group, both elementary and middle school students exposed to the mentoring program improved in mathematic and reading comprehension, with an effect size .29 and .33 respectively. Additionally, the duration of the mentoring relationship affected the achievement of participating students. These findings provide support for mentoring programs as a means to reduce resource inequity in lowâincome school districts and, in so doing, contribute to higher levels of achievement.View full textDownload full textKeywordsmentoring, academic achievement, low income, adolescent developmentRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13611267.2010.492939
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