Download - The Seedling Mentor Program · Seedling Mentor Program outcome in 2016-2017. In summary, the Seedling Mentor Program supports mentee development of positive, close relationships with

TheSeedlingMentorProgram

forChildrenofIncarceratedParents

AnnualEvaluationReport2016-2017

Dr.KarenL.Looby

November,2017

ProgramContextTheNationalResourceCenteronChildrenandFamilies(2016)reportedmorethan2.7millionchildrenintheUnitedStateshadatleastoneparentwhowasincarcerated.Approximately45%ofthechildrenwithincarceratedparentswereAfricanAmerican,comparedwith28%whowereWhiteand21%whowereHispanic.InChildrenofthePrisonBoom:MassIncarcerationandtheFutureofAmericanInequality(2013),researchersfound25%ofAfricanAmericanchildrenbornin1990hadaparentinjailorprisonbythetimethechildwasage14andthisratehadmorethandoubledsince1978.

IncentralTexas,itwasestimatedthatmorethan8,000childrenhadabiologicalparentwhowasincarceratedinthefour-countyareaofTravis,Williamson,Hays,andBastrop(Pettit,2017).Thisfiguretranslatedto1in60minorsacrosstheregion.

Trauma,stigma,andshamestemmingfromparentalincarcerationhavelong-lastinginfluenceonchildren’shealthandsocialbehaviors.Usingdatafromanationalsurveyofchildren'shealth,Turney(2014)foundchildrenofincarceratedparentshadhighratesofbehavioralproblems,speechandlanguagedelays,asthma,obesity,depression,andanxiety.Theyalsohadhigherratesofattentiondeficitsthanthosewithparentsmissingbecauseofdeathordivorce.

Parentalincarcerationintensifiesadditionalenvironmentalriskfactors.TheEllaBakerCenterforHumanRights(2015)reportedmostfamiliesloseincomewhenaparentisincarceratedthoroughjoblossandpayingfeesassociatedwiththeincarceration.Nearly2in3familieswithanincarceratedmemberwereunabletomeettheirfamily’sbasicneeds.MurphyandCooper(2015)foundmorethan50%ofthechildrenlivedwithsomeonewhohadasubstance-abuseproblem,comparedwithfewerthan10%ofchildrenwithnoparentalincarceration.Comparedwithchildrenwithoutparentalincarceration,significantlygreaterpercentagesofthechildrenwithincarceratedparentsexperiencedparentaldivorceorseparation(60%)andwitnessedviolenceintheirhomesand/orneighborhoods(33%).

Parentalincarcerationalsohadlastingeffectsonchildren’seducationaloutcomes.Inmultiplemeta-analyses,Murray&Farrington(2008,2009,and2012)consistentlyfoundasignificantrelationshipbetweenparentalincarcerationandchildanti-socialbehavior.MurphyandCooper(2015)reportedchildrenofincarceratedparentswerelikelytoexperiencelowlevelsofschoolengagement.Elementaryschoolagedchildrenofincarceratedparentsalsowereathighriskofgradelevelretentionbasedontheirteachers'perceptionsofthestudents'academicproficiencyratherthanactualacademicachievement(TurneyandHaskins,2014).Finally,childrenwithanincarceratedparentwere50%lesslikelytocompletehighschoolthanthosewithoutanincarceratedparent(Habecker,2013).

Althoughchildrenofincarceratedparentsdonothaveoneconstantstorythatdescribestheirexperienceoritseffects,itisclearthattheyareingreatneedofsupport.

PurposeAnnually,theSeedlingFoundationcontractsanevaluationoftheSeedlingMentorProgram.Thepurposeoftheevaluationistoidentifyprogramareasofstrengthandchallengeandtousetheresultsforongoingprogramdevelopment.

EvaluationMethodsQuantitativeandqualitativedatawerecollectedandincludeddemographic;stateassessment;attendance;discipline;andstudent,teacher,andmentorsurveydata.AcademicoutcomerecordswereavailableformenteesenrolledinAustin(n=483),DelValle(n=41),andHayes(n=20)IndependentSchoolDistricts(ISDs),andamatchedcomparisongroupfrombothAustinandDelValleISD’s(n=511).

Asinpastyears,datasummarieswereprovidedforsurvey,attendance,discipline,andSTAARtestresults.In2017,newanalyseswereaddedtobetterunderstandprogramoutcomesforSeedlingparticipants.Theseadditionsincluded:

a)Developingaperformanceindextoshowapatternofimprovementacrossmultiplemeasures;

b)Summarizingoutcomesonadditionalmeasures:SocialEmotionalLearning(SEL)surveyitemsandSTAARprogressmeasure;

c)ConductinggapanalysestodescribeSeedlingparticipantgroupoutcomesinadditionaldetail(e.g.,performanceofELLstudentsandnon-ELLstudents);

d)Exploringhowtheproportionalenrollmentofstudentsattheelementary,middleandhighschoollevelsmayinfluenceoverallprogramresults;and

e)Determiningwhethertheratioofresourcesinfluencesprogramimplementationquality(e.g.outcomesforSeedlingsupportedandsatelliteschools).

Additionaldetailsabouttheevaluationmethodology,surveyresults,andacademicareprovidedintheAppendices.

ProgramFoundation TheSeedlingMentorProgramisaschool-basedmentoringprogramforchildrenofincarceratedparents.Since2006,Seedlingstaffhaveactivelydevelopedatheoryofchangeandlogicmodelstronglyrootedintheunderpinningsofattachmenttheorythatinformstheprogrammodelandmentortraining.Seedling’sworkalsodrawsuponthemostrecentresearchon

theeffectsofparentalincarcerationonchildrenandtheoutcomesofmentoring.Thisresearchisstronglyrootedintheoriesofresilience,trauma,strain,stigmaandlabeling,stressproliferation,developmentalsystems,griefandloss,adolescentdevelopment,sociallearning,schoolconnectednessandstudentengagement.

Becauseparentalincarcerationisanadversechildhoodexperiencehighlylikelytohavenegativeeffectsonchildren’shealth,socialbehaviors,andeducationaloutcomes,researchers(Christmann&Turliuc,2012)havearguedthatthedevelopmentofresiliencemayassistchildrentobetternavigateadversecircumstancesandreduceharmfuloutcomes.TheHarvardCenterproposedpositivechangeforchildrenmayoccurby“…reducingtheirexposuretosourcesofadversityandbydesigningbetterwaysofbuildingtheircopingskillsandadaptivecapacities”.Thus,thedevelopmentofresiliencewasaddedasaprimarySeedlingMentorProgramoutcomein2016-2017.

Insummary,theSeedlingMentorProgramsupportsmenteedevelopmentofpositive,closerelationshipswithnurturingandcompetentadultswiththeintenttoimprovementeeresilience,self-regulationskills,self-efficacy,andschoolconnectedness.Theprogram’slogicispresentedbelowtoillustrateSeedling’swork.

Figure1SeedlingMentorProgramLogicModel

Mentors

ü Recruitmentü Screeningü Orientationü Trainingü Support

SeedlingResources

üPrivate&publicfunding

üKnowledgeableprogramstaff

üResearchliterature

üCommunity/agencypartnerships

ü Schoolpartnerships

StudentIdentification

ü Schoolreferralü Caregiverreferralü Selfreferral

PrimaryOutcomes

• Long-lastingrelationship

• Positiveattitudes

• Resilience

Secondary Outcomes • Attendance • Discipline • Academic

MatchSupport

MentoringRelationship

üSchool-based üChild-centered

Match

110

2745

7973

8088

7653

25101110

3

56789

10111213141516171819

369

623 591

328

610 577

2010-2011 2015-2016 2016-2017

Elementary64%

Middle30%

High6%

SeedlingParticipantsIn2016-2017,theSeedlingMentorProgramserved591childrenattending116schoolsincentralTexas(Figures2through5).Ofthesementees,158werenewtotheprogramin2016-2017.Menteesattended38designatedschoolsand78“satellite”schools.Inall,8schooldistricts(i.e.,Austin,Bastrop,DelValle,Elgin,Hays,Manor,Pflugerville,andRoundRock)and14charterschoolsweresupported.Thesatelliteschoolsdidnothaveadesignatedschoolcontact;however,mentorswhocontinuedthementoringrelationshipafterachildhadmovedintoanon-SeedlingprogramschoolstillreceivedtrainingandsupportfromSeedlingMentorDirectors.

Figure2 Withaslightdeclinein2016-2017,thenumberofmenteesandmentorshasincreaseddramaticallysince2010-2011.

Figure4Seedlingmenteesrangedfrom5to19yearsoldwithanoverallaverageof11years.

AGE

Figure3MostchildrenservedbytheSeedlingMentorProgramwereHispanicandeconomicallydisadvantaged.

Figure5MostSeedlingmenteeswereinelementaryschoolduringthe2016-2017schoolyear.

Source.Studentenrollmentrecords,2016-2017

SeedlingMentorProgramresultsoftendifferedbyschoollevelinpastevaluations,andresearchershavelongdocumenteddeclinesinstudentacademicandpersonaloutcomesastheytransitionfromelementaryintomiddleschool.Anexampleofsuchwasexploredinanarticletitled“TheMiddleSchoolPlunge:AchievementTumblesWhenYoungStudentsChangeSchools”whereresearchers(WestandSchwerdt,2012)foundstudentstransitioningintomiddleschoolexperiencedsignificantdropsontestscoresrelativetothosewhoremainedinK-8schools.Declinesinachievementrangedfrom3.5to7monthsofexpectedlearningoverthecourseofaschoolyear,andBlackstudentssufferedthelargestdeclinescomparedwithotherstudentgroups.Principalsurveysfromthatstudyalsoindicatedthatschoolclimateandstudentdisciplineworsenedinthemiddlegrades.So,the2016-2017programevaluationexploredhowtheproportionalenrollmentofstudentsattheelementary,middle,andhighschoollevelschangedovertimeinanefforttoprovideanadditionalcontextforprogramresults.

Alongitudinalanalysisofmenteeageandschoollevelrevealedrelativestabilityintheoverallproportionsofmenteesateachschoollevelbeingservedbytheprogram.Although,therewasasignificantdecreaseintheproportionofmenteesinelementaryschool,decliningfrom70%in2012-2013to64%in2016-2017.Analysesofprogramresultsdidnotfindthechangesinoverallproportionsofmenteesateachschoolleveltobeasignificantfactorinprogramresultsovertime.Figure6TherewasasignificantdecreaseintheproportionofmenteesservedbySeedlingwhowereinelementaryschoolcomparedwiththoseinmiddle,andhighschooloverthepastfiveyears.

Source.SeedlingMentorProgramrecords,2012-2017*Statisticallysignificantatp<.05

*

ProgramParticipation

SeedlingMatches

HowlongdidSeedlingmentoringrelationshipslast?

Asinpastyears,theSeedlingMentorProgramhadahighmentorreturnrateof71%in2016-2017(Looby,2016).Seedlingstaffsupported577mentorswhomentoredoneormorechildrenduringtheschoolyear(Figure2).In2016-2017,77%ofmentorsservedformorethanoneyear,asignificantincreasefrom71%theyearbefore.Overall,mentorsspentanaverageofalmostfouryears(3.7)supportingtheprogram.Mentoryearsofservicerangedfromoneto12years.TheaveragecommitmentofSeedlingmentorswasabovethenationalaverageof14months(Mentoring.org,2013).

UsingmethodologydefinedbyMENTOR,theNationalMentoringPartnership(2016)tocalculateaveragematchlengthforallactiveandinactiverelationshipslastingacrossschoolyears,theaveragelengthforSeedlingmentoringrelationshipswithinthe2016-2017schoolyearwas2yearsand6months(Figure7).Thiswasanincreaseofeightmonths,comparedwiththeaverageof1year,10monthsin2015-2016.Attheendoftheschoolyear,activementoringrelationshipdurationrangedfromtwomonthsto10years,7months.AsignificantlygreaterproportionofSeedlingmenteeshadbeenintheprogramformorethanoneschoolyear(71%).Thenationalbenchmarkforlengthofmentoringrelationshipstowhichprogramsaspireis12months. Figure7Seventy-onepercentofSeedlingofmenteesparticipatedintheprogramformorethanoneyear.

Source.Seedlingprogramrecords,2016-2017 *Statisticallysignificantatp<.05

WeretheredifferencesinSeedlingprogramparticipationforvariousstudentgroups?

In2016-2017,programparticipationpatternswereexploredforSeedlingmenteesbasedontheirdemographiccharacteristicsandwhethertheSeedlingFoundationsupportedaprogramcontactontheschoolcampus.MenteeparticipationlengthdifferedsignificantlybetweenSeedlingsupportedandsatelliteschools,withaveragelengthofprogramparticipationlastingalmost4years(3.7)formenteesatsatelliteschoolscomparedwithanaverageof2yearsformenteesattendingSeedlingschools(Table1).Anecdotalrecordssuggestedmentoringrelationshipqualitymayhaveinfluencedamentor’sdecisiontocontinuementoringasthementeemovedtoanewschoolnotformallysupportedbySeedling.

Table1MenteeparticipationlengthdifferedsignificantlybetweenSeedlingsupportedandsatelliteschools.

SeedlingSchoolType n

Averageparticipation

lengthLessthan3months

3to12months

12to24months

Morethan24months

Seedling 409 2.0 10% 17% 26% 47%

Satellite 135 3.7* 0%* 35%* 10%* 55%*

Source.Seedlingprogramrecords,2016-2017Notes.Averagereportedinyearsandmonths.*Statisticallysignificantatp<.05

ParticipationlengthalsodifferedforWhitementeeswhoparticipatedforsignificantlyshorterperiodsoftimecomparedwithmenteeswhowereBlackorHispanic(Table2).TherewerenosignificantdifferencesinthelengthofprogramparticipationforstudentswhowereEnglishlanguagelearners(ELLs),whoreceivedspecialeducationservicesorwhowerecategorizedaseconomicallydisadvantaged.

Table2WhitementeesparticipatedforsignificantlyshorterperiodsoftimecomparedwithmenteeswhowereBlackorHispanic

Race/Ethnicity nAverage

participationlength

Lessthan3months

3to12months

12to24months

Morethan24months

Black 84 2.5 12% 14% 19% 55%

Hispanic 382 2.5 7% 22% 20% 51%

White 21 1.5* 9% 33%* 29%* 29%*

Source.Seedlingprogramrecords,2016-2017Notes.Averagereportedinyearsandmonths.*Statisticallysignificantatp<.05Additionally,participationlengthdifferedsignificantlyamongmenteesinelementary(1year,8months),middle(3years,1month),andhighschool(5years,5months).However,thesedifferencesappearedtobeafunctionofmenteeage,asmostofthosewhowerenewlyidentifiedwereinelementaryschool.Areviewofmentoringmatchclosurerecordsrevealedmenteemobility(24%),menteedisinterest(20%)andmentorjobresponsibilities(20%)weretheprimaryreasonsformatchtermination.Ofthe223matchesthatendedinthe2016-2017schoolyear,11%endedprematurely(i.e.,lessthanthreemonths)and56%ofthemlasted12monthsormore.

Workcommitments

Menteemobility

Menteedisinterestorabsence

Schoolscheduling

conflicts

ProgramImplementationClosementoringrelationshipstypicallyaredevelopedwhenthementormaintainsayouthcenteredapproach(Herrera,etal.,2013).Mentorsshouldactivelyconsiderthechild’spreferencesandnotbeconcernedwithachievingparticularoutcomes(e.g.academicimprovement)atthepriceofdevelopingapositiveconnection,especiallyatthebeginningoftherelationship.Successfulmentoringrelationshipsmaybedeepenedwhenthementorandmenteeengageinenjoyableandmeaningfulactivitiesledbythechild.

MentorandSchoolContactsurveyresultsindicatedeffectiveprogramimplementationwithachild-centeredfocus(AppendixD).Overall,surveyresponseswerehighlypositiveandconsistentwithsurveyresultsfrompreviousyears(Looby,2009-2016).

Throughouttheyear,Seedlingstaffprovidedanoverallprogramorientation,specializedtrainingsessions,andfocusedsupportmaterialsfornewmentors.Seedlingstaffprovidedmonthlytrainingsessionsonavarietyoftopicsandpersonalizedoutreachtoallmentors(e.g.,phonecalls,emails,meetings).Overall,166mentorsattendedoneormoretrainingeventsandfilledatotalof371trainingspots.Seedlingstaffalsopublishedamonthlyonlinenewsletter,MentorMinute,containingsuggestionsforactivities,supportingarticles,andotherinformation.

MentorswereencouragedtoseekassistancefromSeedlingMentorDirectorsandSchoolContactsthroughouttheyear.Consistentwiththepriorschoolyear,themajorityofmentorsreportedtheirMentorDirector(85%)and/ortheirSchoolContact(75%)tobehelpfuloverall.Mostmentors(60%)requestedassistancefromtheSchoolContact,and49%ofthemcontactedtheirSeedlingMentorDirectorforhelp.

TheSeedlingMentorProgrammodelexpectedmentorstomeetweeklywiththeirmenteesandengageinchild-focusedactivities.Eighty-eightpercentofmentorsmetweeklywiththeirmenteesandengagedinchild-focusedactivities(Figures8and9).

Figure8Ofthementors(12%)whomettheirmentees lessthanonceaweek,mostmetwiththeirmentees2-3timesamonth.

Source.SeedingMentorSurvey,Spring2017

2016 2017Threetimesamonth 31% 37%Twiceamonth 54% 39%Onceamonth 11% 16%Lessthanonceamonth 3% 8%

Whatdoeseffectivementoringprogramimplementationlooklike?

MENTOR’sElementsofEffectivePracticeforMentoring™providesresearch-informedStandardsforbuildingandsupportingqualityyouthmentoringprograms.MENTORadvisesthattrainingshouldprovidementorswiththeknowledgeandskillsneededtodevelopaneffectiverelationshipwhichwillinfluencethelengthandqualityoftherelationship.Thematchingprocessshouldconsiderindividualcharacteristicsaboutthementorandmenteetofosteranenduringrelationship.Oncematched,monitoringandsupportiscriticaltocreatesatisfyingmentoringrelationshipsbyprovidingongoingadvice,problem-solving,training,andaccesstoresourcesforthedurationoftherelationship.Asaresult,manystudiesshowqualitymentoringrelationshipshavesignificantpositiveeffectsonyoungpeopleinavarietyofpersonalandacademicways.

Formoreinformationabouteffectivementorprogramimplementationgotohttp://www.mentoring.org

Reasons

EffectiveImplementation

37%

74%

88%

Discussingproblems/processingfeelings

Playinggames/artorcraftactivities

Talking/listening

17%

49%

51%

51%

60%

74%

80%

89%

Conversations withmentee'scaregiver

Feedbackfromteachers

Regularcheckinwithmentors

On-goingcommunication withMentor Directors

Observingmentors andmenteesmeetingtogether

Regularcheckinwithmentees

Hearingfrommenteeswhentheyhaveaproblem orconcern

Hearingfrommentors whentheyhaveaproblem orconcern

Figure9Mentorsprovidedchild-focusedactivitiesformentees.

Source.SeedingMentorSurvey,Spring2017

Overall,surveyresponsesfromSchoolContactswerehighlypositiveandindicatedeffectiveprogramimplementation(AppendixD).MostSchoolContactswereverysatisfiedwiththeircommunicationwiththeirSeedlingMentorDirectors;reportedtheSeedlingSchoolContactGuidesupportedtheireffortsinimplementingtheSeedlingMentorProgramontheircampuses;preparedtheirmenteesforthementoringexperiencebymeetingwiththempersonally;andwereverysatisfiedwiththequalityofmentorsrecruitedbytheSeedlingMentorProgram.Schoolcontactsreportedmultiplewaystheymonitoredmatchrelationshipsthatwerebasedontheneedsofmentorsandmentees.

Figure10AsSchoolContactsmonitoredSeedlingmentoringrelationships,theyreported…

Source.SeedingSchoolContactSurvey,Spring2017

Top3MentoringActivities

Whatdidmentorsandschoolcontactssayaboutprogramimplementation?

“TheSchoolContactandtheCounselorwerebothattentive,supportiveoftherelationship,interestedintherelationship,andavailabletome.Muchappreciated!”

Mentor,Spring2017

“Myschoolcontactwasmyprimarycontact.Shewasalwaysavailableandreadytohelpwitheverything.ManytimesImetwithmenteeinherofficeandshewasencouragingandverysensitivewithbothofus.”

Mentor,Spring2017

“They[mentors]areVERYcaringindividuals,verywelltrainedandprepared!”

SchoolContact,Spring2017

“Ireallythinkthatallofthementorsreceiveexcellenttrainingandtaketheirvolunteerworkveryseriously.Ireallyappreciatetheconsistencythattheyprovideforthestudents.”

SchoolContact,Spring2017

ImplementationFeedback

3.4 3.7 3.4 3.73.3 3.6

3.23.63.6 3.9*

3.53.9*

Closeness Youth-centered Satisfaction EmotionalengagementEL MS HS

Note.Ratingsofthreeorhigherwereconsideredpositive.*Statisticallysignificantatp<.05

RelationshipQualityInTheRoleofRisk,Herrera,DuBois,andGrossman(2013),emphasizedthatthedevelopmentofqualitymentoringrelationshipswascriticaltocreatingbeneficialoutcomesforthechildren.Throughcaringrelationshipswithadults,menteesmaybegintoadoptincreasinglypositiveattitudesanddevelopcognitiveandsocialskillstheycanapplytootherimportantrelationshipsandendeavors.Insupportofthisview,studiessuggestedthatthequalityofthementoringrelationshipledtostrongerandlonger-lastingmentoringrelationshipsthatmaybelinkedwithotherfavorableoutcomesforyouth(Grossman,Rhodes2002;Herreraetal.2007;Rhodes,DuBois2006).

AnalysesofSeedlingmentorandmenteesurveysfoundevidenceofqualitymentoringrelationshipsformostSeedlingmenteesin2016-2017.Overall,93%ofmenteesreportedhighqualityrelationshipsevidencedbyascoreofthreeorgreateronthementeesurvey.Mostmentees(88%)reportedfeelingclosetotheirmentorsandtheirmentoringrelationshipswereyouth-centered(93%),satisfying(81%),andemotionallyengaging(93%).Inalignment,92%ofmentorsreportedtheirrelationshipswiththeirmenteeswereexcellentorgood.

AnalysesalsoexploredwhetherSeedlingmenteesperceivedtheirmentoringexperiencesdifferentlybasedontheirdemographiccharacteristicsandwhethertheSeedlingFoundationsupportedaprogramcontactontheschoolcampus.Highschoollevelmenteeshadsignificantlyhigherratingsofyouth-centerednessandemotionalengagementcomparedwithelementaryandmiddleschoolmentees(Figure11).MenteeswhowereEnglishlanguagelearnershadsignificantlyhigherratingsofemotionalengagement(3.8)thandidmenteeswhowerenotELLS(3.6).Therewerenosignificantdifferencesinrelationshipqualityratingsbasedonethnicity,economicdisadvantagestatus,receivingspecialeducationservices,orattendingaSeedlingorsatellitecampus.

Figure11Seedlingmenteesateveryschoollevelhadhighratingsofmentoringrelationshipqualityindicatedbyaratingofthreeorhigher.

Source.SeedlingMenteeSurvey,Spring2017

93%*

86%

Menteefeelsclosetotheirmentor

Mentorreportsanexcellentorgoodrelationship

97%*

75%

Menteefeelsclosetotheirmentor

Mentorreportsanexcellentorgoodrelationship

Seedlingmenteeandmentorsurveyresponseswerematchedoncorrespondingquestionsaboutrelationshipquality.Theyhadhighlevelsofagreementaboutthequalityoftheirmentoringrelationships(Figure12).However,asignificantlygreaterproportionofSeedlingmenteeshighlyratedtheirmentoringrelationshipthandidtheirmentors.Menteeandmentoragreementabouttheirrelationshipqualitydidnotdifferdependingonmenteedemographiccharacteristics,schoollevel,orSeedlingsupportedschoolstatus.Thisdifferencewasevengreaterbetweenmenteeswhohadparticipatedinmentoringformorethantwoyears(Figure13).

Figure12Seedlingmenteesandtheirmentorshadhighlevelsofagreementaboutthequalityoftheirmentoringrelationships.

Source.SeedlingMenteeSurvey,Spring2017Note.*Statisticallysignificantatp<.05

Figure13Thegreatestdifferenceinagreementaboutthequalityoftheirmentoringrelationshipsoccurredbetweenmenteeswhohadparticipatedformorethantwoyearsandtheirmentors.


Ninetypercentofteachersreportedthattheirstudentslookedforwardtomeetingwiththeirmentorseachweek.Inopen-endedcomments,theydescribedconsistent,positiverolemodelswhowerecaringandsupportive.Oneteacherwrote,“[Mystudent]isalwayshappytoseehermentorandlooksforwardtotheirtimetogether.Heraffectiontowardhermentorisgenuine.Herexperiencewiththeprogramhasbeenaverypositiveone.”

Howwerementee,mentor,andteachersurveyresponseslinked?

In2016-2017,menteesurveyscapturedauniquestudentidentificationnumberallowingtheirsurveyresponsestobelinkedwiththoseoftheirmentorsandteachers.Thementeesurveyresponseratewas83%.TheSeedlingMentorSurveyresponseratewas57%,andtheTeacherSurveyresponserateswas64%.Resultsfromeachsurveycollectionweredeterminedtorepresenteachgroupata95%confidenceleveland5%marginoferrororless.ResultsfromeachofthesurveyscanbefoundinAppendicesB-D.

Almosthalfofmenteesurveyrespondents(48%)couldbelinkedwiththesurveyresponsesoftheirmentor.Themarginoferrorassociatedwiththementee/mentorresponseanalyseswasestimatedat7.71%withaconfidencelevelof95%.

Onlyteachersofelementarymenteesweresurveyed,howeveronly25%ofmenteesurveyrespondentscouldbelinkedtheirteachersurveyresponses.Themarginoferrorassociatedwiththementee/teacherresponseanalyseswasestimatedtobegreaterthan10%,andthusnotreported.

ConnectingSurveyResponses

31%

50%

75%

86%

88%

Resilience

Socialacceptance

Hope

Social-emotionalskills

Academicself-confidence

26%*

51%

79%*85%

91%

36%

52%

66%

85% 82%

35%43%*

64%

92%100%

Resilience Socialacceptance

Hope SEL Academicself-confidence

EL MS HS

MentoringRelationshipOutcomesSchoolContacts,teachers,mentors,andmenteesrespondedtosurveyitemsonmentoringoutcomes(AppendicesBthroughE).Keyfindingsfromthementeesurveyaredescribedinthissectionofthereport. In2016-2017,mostmenteesratedsurveyitemspertainingtohope,academicself-confidence,andsocialemotionallearningsignificantlyhigher(i.e.,scoreof3orhigher)thantheydiditemspertainingtosocialacceptanceandresilience(Figure14).Significantlylowerpercentageofelementaryschoolmenteeshadpositiveratingsofresiliencethanmiddleandhighschoolmentees.Significantlylowerpercentageofhighschoolmenteeshadpositiveratingsofsocialacceptancethanelementaryandmiddleschoolmentees(Figure15).Figure14Mostmenteeshighlyratedsurveyitemspertainingtohope,academicself-confidence,andsocialemotionallearning(SEL).Source.SeedlingMenteeSurvey,Spring2017Note.QuestionspertainingtoresiliencewereaskedonthesurveyforthefirsttimeinSpring2017.Figure15Thereweresignificantdifferencesintheratingsofelementaryandhighschoolmentees.

Source.SeedlingMenteeSurvey,Spring2017Note.QuestionspertainingtoresiliencewereaskedonthesurveyforthefirsttimeinSpring2017.*Statisticallysignificantatp<.05

57%*

33%*52%*

99%91% 94%

74%86%

Hope Academicself-confidence

Lessthan3months 3to12months

12to24months Morethan24months

74%

76%

80%

Abilitytotalkaboutfeelings

Relationshipswithothers

Interestindoingthings

Ananalysisofoutcomesformenteesbythelengthoftheirmentoringrelationshipsrevealedsignificantdifferencesinresponsestosurveyitemspertainingtohopeandacademicself-confidence(Figure16).TherewerenosignificantdifferencesinmenteesurveyresponsesbasedondemographiccharacteristicsorSeedlingprogramorsatelliteschoolenrollment.

Figure16Thereweresignificantdifferencesinthepercentagesofmenteeswithpositiveratingsofhopeandacademicself-confidencebasedonthelengthoftimetheyparticipatedinthementoringprogram.


Surveyitemsintheareaofacademicself-confidenceandSELwereansweredbyallstudentsacrossthedistrictontheAustinISDStudentClimateSurvey.AnanalysisofSeedlingmenteeresponsesandthoseofthematchedcomparisongroupwasconducted.NosignificantdifferenceswerefoundbetweenSeedlingmenteesandthematchcomparisongroup.

Menteesalsorespondedtoitemsaskingiftherewerechangesintheirbehaviorsasaresultoftheirmentoringexperience.Therewerenosignificantdifferencesamongmenteeresponsesbasedonprogramparticipationlength,menteedemographics,schoollevel,orsatelliteschoolenrollment.

Figure17Eightypercentofmenteesreportedtheyweremoreinterestedindoingthingssincetheystartedmeetingwiththeirmentor.

Sinceyouhavestartedmeetingwithyourmentor,havetherebeenpositivechangesinyour...

Thebestthingaboutmymentoris…

“Shehelpsmesharemyfeelingsandgivesmeconfidence.”

“HeisalwayshereformewhenIneedhim,andhekeepsmefocusedinschool.”

“Sheisfunnyandlikestosharestorieswithmeandlistenstomine.”

“…thatshehasbeenwithmeforsolong,andshestillcomes.”

“…thatheisveryniceandhegivesmeadviceandhe'sfunnywithme.”

“…thatwehavefun,wereadbook,andweplaygames.”

“ShelistenswhenIhaveanykindoffeelingoropinion.”

“…thatwhenthingshappenandItellher,Icanalwaystrusther.”

“Howheunderstandsallmyproblemswithoutjudgingme.”

“Sheshowsmehowtodealwithanger.”

MenteeSurvey,Spring2017

MenteeThoughts

70%

80%

74%

Spring2017

Spring2016

Spring2015

Acrossthepastthreeschoolyears,thepercentageofSeedlingmenteeswhoindicatedtheywillgotocollegedifferedsignificantly.However,ananalysisofcollegeaspirationsbasedonthelengthoftimementeesparticipatedintheSeedlingMentorProgramrevealedsignificantlygreaterpercentagesofSeedlingmenteesinmentoringrelationshipslastingoverayearwereplanningtogotocollege.Incomparison,74%ofallstudentsinAustinISDin2016-2017plannedtogotocollege(Lamb,2017).Therewerenosignificantdifferencesamongmenteecollegeaspirationsbasedonmenteedemographics,schoollevel,orwhethertheyattendedaSeedlingprogramorsatelliteschool.

Figure18SeventypercentofallmenteesinSpring2017wereplanningtoenrollincollegeafterhighschool,asignificantdecreasefromtheprioryear.

Source.SeedlingMenteeSurvey,Spring2017Note.*Statisticallysignificantatp<.05Whatdoestheresearchsayabouthowyouthmayexperiencethementoringrelationship?

Researchershavefoundmenteeswhoratedtheirrelationshipsasyouthcentered(e.g.,theirmentortooktheirpreferencesandinterestsintoaccount),whowereemotionallyengagedwiththeirmentors,andwhoweresatisfiedwiththeirmentorsweremorelikelytoshowimprovementintheirbehaviorsandattitudesthanwereyouthwithlessfavorableimpressions.(NREL,2002).Whenmentoringrelationshipswerecharacterizedbyfeelingsofcloseness,theywerelikelytolastlongerandleadtobetteroutcomesforthementees(DuboisandKarcher,2013).Hope,engagement,andfeelingsofwell-beinghavebeenstrongpredictorsofacademicsuccess(Gallup,2012).

WhilepreparationforcollegewasnotafocusofSeedlingmentoring,assistingmenteestodeveloppositiveattitudestowardsschoolwasaprogramobjectivewiththeintentthatthechildrenmayhaveaclearunderstandingofthecriticalneedforeducationtoachievetheirlong-termgoals.TheNationalAssociationforCollegeAdmissionCounseling(NACAC)foundencouragingpositiveattitudesaboutpostsecondaryeducationwasessentialindevelopingcollegeandcareerreadinessatthehighschoollevel.Thisprocessisespeciallyimportantforlow-incomestudentsandstudentswhoarethefirstintheirfamiliestoconsiderattendingcollege.

Figure19Significantlygreaterpercentagesofmenteesinmentoringrelationshipslastingoverayearwereplanningtogotocollege.

*

MenteeAcademicOutcomesBayer,GrossmanandDubois(2015)foundthatmenteeperceptionofclosenessinthementoringrelationshipinfluencedtheiracademicoutcomes.Ifmenteesreportedtheirrelationshiptobeatleast“somewhatclose,”theyweremorelikelytoexperiencepositiveacademicoutcomescomparedtostudentswhowerenotmatchedwithmentors.Additionally,relationshipclosenesswasastrongerinfluencethanbothmatchstatusandmatchlengthaspredictorsofacademicoutcomes.Academicoutcomesmayincludeschoolattendance,disciplinaryactions,andacademicachievementoverall.

Toholisticallydescribethisoverarchingconceptofacademicimprovementorachievement,menteeacademicoutcomeswereexploredthroughthedevelopmentofanindex.Anindexiscompositemeasureofvariables,orawayofmeasuringaconstructusingmorethanonemeasure.Eachitemgoingintotheindexwasvalidatedandthevalidationprocesswasrepeatedtoensuretheindexitselfwasmeasuringwhatwasintended.

Ineachacademicarea(i.e.,attendance,discipline,STAARreadingandSTAARmath),datawereanalyzedtodeterminewhetherthementeehadapositiveoutcome.Then,atotalscorewasassignedbasedontheaccumulationofpositiveacademicoutcomes.Thetotalscorerangedfromzerotofourandindicatedthenumberofareaswhereamenteeachievedapositiveacademicoutcome.Apositiveoutcomeinattendancewasdefinedashavinganimprovedattendanceratefromthepriorschoolyearoranattendancerategreaterthan90%.Apositivedisciplineoutcomewasdefinedashavingeithernodisciplinaryincidentsduringtheschoolyearoradecreaseindisciplinaryincidentsfromthepriorschoolyear.PositiveSTAARassessmentoutcomesweredefinedashavingmettheSTAARpassingstandardsand/orprogressmeasuresinreadingandmathinspring2017.

Overall,theacademicoutcomesofSeedlingmenteesweresimilartothematchedcomparisongroupinthe2016-2017schoolyear(Table3).However,academicoutcomesdifferedsignificantlyamongmenteesbasedonthelengthofthementoringrelationshipandbetweenmenteesattheelementaryandmiddleschoollevels(Figures20through23).TherewerenosignificantdifferencesinacademicoutcomesfoundformenteeswhowereELLsorenrolledinSeedlingsatelliteschools.DetailedinformationprovidedinAppendicesF-H.

67%*83%

26%* 24%*

83% 87%

40% 41%

79% 83%

45% 45%

69%80%

57% 56%

Attendance Discipline STAARReading STAARMath

Lessthan3months 3to12months 12to24months Morethan24months

36%*

6%

21%

23%

43%

58%

34%

22%

7%

5%

13%

18%

14%

28%

31%

35%

Lessthan3months

3to12months

12to24months

Morethan24months NopositveacademicoutcomesPositiveoutcome in1area

Positiveoutcome in2areas

Positiveoutcome in3areas

Positiveoutcome inall4areas

Table3TheacademicoutcomesofSeedlingmenteeswerenotsignificantlydifferentfromthematchedcomparisongroupinmostinstances.

PercentageofStudentswithPositiveOutcomes

Attendance Discipline STAARReading STAARMath

Averagenumberofpositiveoutcomes

Seedling 73% 83% 53% 53% 2.5

Comparison 77% 87% 51% 47% 2.6Sources.Districtattendance,discipline,andSTAARassessmentfiles,2016-2017Notes.Thetotalscorerangedfromzerotofourandindicatedthenumberofareaswhereamenteeachievedapositiveacademicoutcome.

Figure20ThepercentageofSeedlingmenteesparticipatinglessthanthreemonthswhoexperiencedpositiveacademicoutcomesineachareadifferedsignificantlyfromthoseparticipatingforlongerperiods.

Sources.Districtattendance,discipline,andSTAARassessmentfiles,2016-2017Note.*Statisticallysignificantatp<.05

Figure21ThepercentageofSeedlingmenteesparticipatinglessthanthreemonthswhoexperiencedpositiveacademicoutcomesoveralldifferedsignificantlyfromthoseparticipatingforlongerperiods.

Sources.Districtattendance,discipline,andSTAARassessmentfiles,2016-2017Note.*Statisticallysignificantatp<.05

2.0*

2.5

2.5

2.6

Lessthan3months

3to12months

12to24months

Morethan24months

2.5

2.9

NumberofpositiveacademicoutcomesforSeedlingmenteesin

elementaryschool

NumberofpositiveacademicoutcomesforSeedlingmenteesin

middleschool

Figure22TheaveragenumberofpositiveoutcomesforSeedlingmenteesparticipatinglessthanthreemonthsweresignificantlylowerthanthoseparticipatingformorethan3months.

Sources.Districtattendance,discipline,andSTAARassessment,2016-2017Note.*Statisticallysignificantatp<.05

Figure23TheaveragenumberofpositiveoutcomesforSeedlingmenteesinmiddleschoolweresignificantlygreaterthanthoseinelementaryschool.

Sources.Districtenrollment,attendance,discipline,andSTAARassessmentfiles,2016-2017Note.*Statisticallysignificantatp<.05

*

60%

84%

93%

93%

AcademicOutcomes

PersonalOutcomes

RelationshipQuality

Closeness

1% 5%

23%

38%33%

Nopositiveacademicoutcomes

Positiveoutcomein

1area

Positiveoutcomein2areas

Positiveoutcomein3areas

Positiveoutcomeinall4areas

DiscussionandConclusionOverall,menteesexperiencedahighrateofsuccesswhenconsideringtheprimarypurposesoftheprogram(Figures24and25).Ofthementeeswhowereincludedintheevaluationstudy,93%reportedtheywereclosetotheirmentorandexperiencedahighqualitymentoringrelationship.Eighty-fourpercentexperiencedpositivepersonaloutcomesasmeasuredbyanoverallratingofgreaterthanthreeonitemspertainingtohope,socialacceptance,resilience,socialemotionallearning,andacademicself-confidence.Overhalfofallmenteeshadpositiveacademicoutcomesinatleastthreeareasthatincludedattendance,discipline,STAARreadingandSTAARmathoutcomes.Therewerenosignificantdifferencesinoverallprogramoutcomesbasedonmenteedemographiccharacteristics,lengthofprogramparticipation,orSeedlingorsatelliteschoolenrollment.

Figure24Mostmenteesexperiencedpositiveoutcomesrelatedtotheprimaryprogramobjectives.

Sources.Seedlingprogramrecordsandsurveys;Districtenrollment,attendance,discipline,andSTAARassessmentfilesforSeedlingmentees,2016-2017

Figure25Lookingacrossallmeasures,71%ofmenteesexperiencedsuccessinatleastthreeprogramareas.

Sources.Seedlingprogramrecordsandsurveys;Districtenrollment,attendance,discipline,andSTAARassessmentfilesforSeedlingmentees,2016-2017

APPENDICES

AppendixA:DescriptionofStatisticalAnalyses

Avarietyofqualitativeandquantitativedatawereusedinthisevaluationstudy.SchoolContacts,teachers,mentors,andmenteescompletedprogramsurveysdesignedtodeterminethequalityofprogramimplementation,describementoringrelationships,andidentifymenteeoutcomes.Studentattendance,discipline,andstateassessmentdataalsowereusedtodetermineoutcomesforprogramparticipants.

AcademicoutcomerecordswereavailableformenteesenrolledinAustin(n=483),DelValle(n=41),andHayes(n=20)IndependentSchoolDistricts(ISDs),andamatchedcomparisongroupfrombothAustinandDelValleISD’s(n=511).SurveydatapresentedinthisreportedincludedastratifiedrandomsampleofallSeedlingmenteesattendingSeedlingsupportedandsatelliteschools.

Avarietyofdataanalyseswereemployedinthisevaluationandaredescribedbelow.

Descriptivestatistics.Descriptivestatisticsisthetermgiventotheanalysisofdatathathelpsdescribeorsummarizedatainameaningfulwaythatenablepatternsinthedatatoemerge.Descriptivestatisticsareveryimportantinprovidingavisualpictureandinterpretationofthedata.Somedescriptivemeasuresthatarecommonlyusedtodescribeadatasetarefrequencies,percentages,means,medians,modes,andminimumormaximumvaluesofthevariables.Descriptivestatisticsdonot,however,allowustomakeconclusionsbeyondthedatawehaveanalyzedorreachconclusionsregardinganyhypotheseswemighthavemade.

Inferentialstatistics.Inferentialstatisticsareconcernedwithmakingpredictionsorinferencesaboutapopulationfromobservationsandanalysesofasample.Inferentialstatisticsenableustoreachconclusionsthatextendbeyondtheimmediatedataalone.Thefollowinganalyseswereutilizedinthisstudy:

T-tests.Thet-testisastatisticaltestthatisusedtodetermineifthereisasignificantdifferencebetweenthemeanoraveragescoresoftwogroups.At-testaskswhetherobserveddifferencesbetweentheoutcomesofinterestforthestudentgroupsweregreaterorlesserthanwouldbeexpectedonlybychance.

Analysisofvariance(ANOVA).ANOVAalsoreferstostatisticaltestsusedtoanalyzethedifferencesbetweengroupmeans.Doingmultipletwo-samplet-testswouldresultinanincreasedchanceofcommittingatypeIerror.AtypeIerrorleadsonetoconcludethatasupposedeffectorrelationshipexistswheninfactitdoesn't.Forthisreason,ANOVAsareusedincomparingthreeormoremeans(groupsorvariables)forstatisticalsignificance.

Correlations.Correlationreferstostatisticalteststhatindicatewhethertwovariablesarerelated.Thecorrelationmaybepositiveornegative.Ifitispositive,thenthetwosetsgouptogether.Ifitisnegative,thenonegoesupwhiletheothergoesdown.Correlationdoesnotmeanthattherelationshipiscausal.Itisverypossiblethatthereareotherfactorsinvolved.

Z-Testsforthedifferencebetweenproportions.Thez-testtestisusedwhenthevariableiscategorical(e.g.Seedlingornon-Seedling)toanswerthequestionofwhetherthegroupsinquestiondiffersignificantlybasedonasinglecharacteristic(e.g.attendance,discipline).

AppendixB:SeedlingSchoolContactSurvey,Spring2017

Toelicitfeedbackonprogramimplementationandoutcomesforthe2016-2017schoolyear,theSchoolContactateachSeedlingsupportedschoolwasaskedtocompleteaprogramsurvey.Ninety-twopercentoftheSchoolContacts(N=38)completedasurvey.Thisresponseratewasdeterminedtoberepresentativeofthegroupata95%confidencelevel.

SurveyResults

1. MostSchoolContactswereverysatisfiedwiththeircommunicationwiththeirSeedlingMentorDirectors,howevertherewasasignificantincreaseinthosewhoreportedtobesomewhatsatisfied.

HowsatisfiedareyouwiththecommunicationbetweenyouandyourSeedlingMentorDirector? 2015 2016 2017

Verysatisfied 87% 92% 77%Somewhatsatisfied 10% 8% 20%*Notsatisfied 3% 0% 3%

2. AnincreasingpercentageofSchoolContactsreportedtheSeedlingSchoolContactGuidesupportedtheireffortsinimplementingtheSeedlingMentorProgramontheircampuses,and100%saidtherolesoutlinedintheguideweremanageable.

DoestheSeedlingSchoolContactGuidesupportyoureffortsinimplementingtheSeedlingMentorProgramonyourcampus? 2015 2016 2017

Yes 72% 84% 89%Somewhat 18% 5% 9%No 3% 0.% 0%Unsure,Ididnotuseit. 8% 10% 3%

3. SchoolContactsprovidedinformationaboutthemethodsandsourcesofinformationthey

usedinidentifyingprospectivementees.

a. Asinyearspast,SchoolContacts(81%)reportedtheyidentifiedeligibleparticipantsmostoftenthroughreferralsfromteachersandotherschoolstaff.Consistentwithpracticesinpastyears,studentreferralsgenerallyoccurredafterprograminformationwaspresentedtogroupsordistributedinprint(e.g.emails,flyers,letters,etc.).

b. Studentsorparentsalsomayhaveself-identifiedasbeingeligibleforprogramparticipation.

4. SchoolContactsdescribedhowtheyintroducedtheprogramtocaregivers.SchoolContactsintroducedtheprogramusingacoupleofapproaches.Mostoften,theypersonallycontactedcaregiverstotellthemabouttheprogram(e.g.,parentconferencesandphonecalls).Thesecondmostprevalentpracticewastodistributeprograminformationinwritingthroughletters,emails,orflyers.

5. Fifty-threepercentofSchoolContactsintroducedthemselvestoSeedlingmatchtransfersduringtheschoolyear.Whenaskedaboutcaregiverswhodeclinedtheprogram,38%ofSchoolContactswerenotsurewhycaregiversdeclinedtheprogram.Othersexplainedifacaregiverdeclinedtheprogram,theirreasonswereoftenrelatedtothedifficultnatureofincarceration.

Ifcaregiversdeclinedtheprogram,whatwerethemostcommonreasons?

6. MostSchoolContacts(100%)prepared their mentees for the mentoring experience by meeting with them personallytotalkaboutwhatmentorswereandthebenefitsofhavingamentor.

7. Mostoften,SchoolContactsusedtheirpersonalknowledgeofthechildwhenmatchingthemwithanewmentor.

2015 2016 2017

Informationfromstudent'steacher 54% 57% 50%Personalknowledgeofthestudent 95% 89% 84%Studentinterestsurvey,SeedlingSchoolContactGuide 32% 34% 41%Otherstudentinterestsurvey 8% 14% 6%

8. 92%ofSchoolContactsweresatisfiedwiththequalityofmentorsrecruitedbytheSeedlingMentorProgram.Schoolcontactsdescribedmentorsasbeingwell-trained,caring,dependableandgreatrolemodels.

17%

24%

31%

38%

48%

MistrustoftheSeedlingprogram oridea

Fearofschoolinterference

Fearofothersfinding out,stigmatizingthechild

Idonotknow.

Reluctance toinform thechild oftheparent’struewhereabouts

Verysatisfied77%

Somewhatsatisfied20%

Notsatisfied

3%

9. AsSchoolContactsmonitoredSeedlingmentoringrelationships,theyreported…

10. MostSchoolContactswereverysatisfiedwiththeirSeedlingexperiencein2016-2017.

11. SchoolContactsdescribedthevaluablecontributionsoftheSeedlingprogramontheirrespectivecampuses.

12. Whenaskedforprogramimprovementrecommendations,mostSchoolContactsrequestedadditionalmentorstoserveeligiblestudentscurrentlyontheirwaitinglists;othersneededadditionalassistanceinidentifyingeligibleparticipants.

17%

49%

51%

51%

60%

74%

80%

89%

Conversations withmentee'scaregiver

Feedbackfromteachers

Regularcheckinwithmentors

On-goingcommunication withMentor Directors

Observingmentors andmenteesmeetingtogether

Regularcheckinwithmentees

Hearingfrommenteeswhentheyhaveaproblem orconcern

Hearingfrommentors whentheyhaveaproblem orconcern

Seedlingmentorsprovidedconsistentandstablerelationshipsforthechildrenandwerepositiveandcaringrolemodelsforchildrenexperiencingdifficultiesanduncertaintyintheirpersonallives.

Seedlingmentorscontributedtothedevelopmentofemotionalandmentalwellbeingforthechildren.

TheSeedlingmentoringexperiencecontributedtotheimprovementofstudentself-esteem,academicoutcomesandsocialskills.

AppendixC:SeedlingTeacherSurvey,Spring2017

Consideringschool-levelstructuresandresultingteacher-studentrelationships,onlyelementarylevel,homeroomteacherswereaskedtocompleteasurveyforSeedlingparticipants.Sixty-fourpercentoftheteachersresponded.Thisresponseratemeta95%confidencelevelwithamarginoferrorof5.9%.Overall,teacherresponseswerehighlypositiveandwereconsistentwithsurveyresultsfrompreviousyears(Looby,2009-2016).Resultsfromthesurveyfollow.

1. Inmyclass,thechild…

2. Asaresultofthechild’sparticipationinthementoringprogram,his/heracademiceffortsimprovedthroughouttheschoolyear.


34%

6%

8%

12%

30%

38%

32%

12%

26%

17%

29%

28%

doesthebesthe/shecan.

refusestoputforth effortonacademicactivities.

worksonlyashardasnecessarytogetby.

doesmorethanisrequired ofhim/her.

participates constructively inclass.

isopenandreceptivetolearning.

Almostalways Often

Stronglyagree,19% Agree,51% Disagree,9%

28%

47%

33%

40%

26%

32%

36%

29%

workswithoutdisturbingothers.

respectsschoolpersonnel.

followsschoolandclassrules.

respectsothers’rightsandproperty.

Almostalways Often

4. Asaresultofthechild’sparticipationinthementoringprogram,his/herclassroombehaviorhasimprovedthroughouttheschoolyear.


Stronglyagree,18.56%

Agree,49.10%

Disagree,13.77%

Stronglydisagree,3.59%

NotSure,14.97%

33%

26%

24%

18%

16%

39%

40%

42%

42%

33%

27%

22%

25%

31%

32%

39%

63%

6%

8%

4%

8%

12%

findsithardtomakefriends.

hasalotoffriends.

ispopular with othershis/herage.

isconfident incommunicating withothers.

trusts andbuilds relationships with others.

expressesfeelingsappropriately.

Almostalways

Often

Sometimes

Almostnever

6. Asaresultofthechild’smentoringparticipation,

his/herclassroominterpersonalrelationshipsimprovedduringtheschoolyear.

8. As a result of the child’s participation in Seedling'sMentorProgram,his/heroveralldispositionimprovedthroughouttheschoolyear.

Stronglyagree,17%

Agree,52%

Disagree,10%

Stronglydisagree,

4%

NotSure,17%

Stronglyagree,23%

Agree,51%

Disagree,11%

Stronglydisagree,

3% NotSure,13%

7.inmyclass,thechildlooksforwardtomeetingwithhis/hermentoreachweek.

9.IwouldrecommendthatthechildorchildreninmyclasscontinueparticipatingintheSeedlingMentorProgram.

10. Open-endedcommentsprovidedbyteacherswerepositiveoverall,andtheydescribedstudentoutcomesasaresultoftheSeedlingMentorProgram.Theircommentswerecategorizedintofourmajorthemes.

a. MentorQuality:Teachersdescribedtheimportanceofhavingconsistent,positiverolemodelswhowerecaringandsupportiveofthechildren.

b. OutcomesforMentees:Teachersreportedthechildrenexperiencedimprovementinattitude,self-confidence,classroomandsocialbehaviors,andacademicskillsasaresultofthementoringrelationship.

c. GeneralProgramAppreciation:Teachersweregratefulforthesupportprovidedfortheirstudents.Theywerecomplimentaryofthehardworkcompletedbyprogramstaffandthementors.Theyenjoyedhavingthementorsengagewiththestudentsandtheirclassroomsingeneral.

d. ProgramImprovement:Afewteachersexpressedconcernabouttheconsistencyofthementorvisits,astheydidnotalwaysvisitweekly.

Extremelyhelpful,31%

Mostlyhelpful,41%

Somewhathelpful,28%

65%

70%

63%

31%

30%

28%

Newmentorrecruitment (until orientation)

Newmentororientation

Support fromyourMentorDirector inthefirstfewweeksofyourmatch

Extremelysatisfied Mostlysatisfied

AppendixD:SeedlingMentorSurvey,Spring2017

Seedlingmentorscompletedacomprehensivesurveytoprovidefeedbackonprogramimplementationandmenteeoutcomesforthe2016-2017schoolyear.Surveyquestionsfocusedonprogramimplementation,mentorprogramsatisfaction,andtheirperceivedstudentoutcomesaresummarized.

Aweb-linktothesurveywasemailedto595mentorswithverifiedemailaddressesinMay2017,and57%responded.Thisresponseratewasdeterminedtoberepresentativeofthegroupata95%confidencelevel.Ofthoseresponding,34%werementorswhojustcompletedtheirfirstyearinthementoringprogramand66%mentoredinpreviousyears.

NewMentors

1. NewMentorOrientationManual.Thirtypercentofnewmentorsreportedtheyreferredtotheirmentoringmanualfrequentlyorsometimesforongoingsupport.Forty-onepercentofthenewmentorsdidnotrefertotheirmanuals,becausetheyfelttotallyproficient.Othersreportedtheydidnotrefertothemanualbecausetheyweretoobusy(12%),hadmisplacedit(24%),or“other”reasons(41%).

2. MentoringArticles.Seedlingstaffemailedarticlestonewmentorstosupporttheirmentoringexperiences.Forty-eightpercentofthenewmentorsreportedtheyreceivedandreadallofthearticles,and43%reportedthereceivedthearticlesandreadmostofthem.Twopercentofthenewmentorsdidnotreadthearticles,and6%didnotrecallreceivingthearticles.

Mostnewmentorsreportedthearticlestobehelpfulastheybeganthementoringmatch.

3. NewMentorSatisfaction.Mostnewmentorswereextremelyormostlysatisfiedwiththesupporttheyreceivedastheybeganthementoringprocess,and90%reportedtheirmentoringexperiencesmettheirexpectations.Pleaseindicatehowsatisfiedyouwerewiththefollowingactivities:

23%

36%

20%

11% 9%

2years 3-4years 5-6years 7-9years 10ormoreyears

85%75%

MentorDirector SchoolContact

Extremelyfriendly,70% Mostlyfriendly,26%

Sometimesfriendly,

4%

ReturningMentors

4. Howmanyyearshaveyoumentored?

SeedlingSupport

5. In2016-2017,mostmentors(60%)requestedassistancefromtheSchoolContactand49%ofmentorscontactedtheirSeedlingMentorDirectorforassistance.Consistentwithreportsinthepriorschoolyear,mostmentorsreportedtheirMentorDirectorand/ortheirSchoolContacttobehelpful.

6. Mostmentorsdescribedtheircampusesas"friendlytomentors”.

16%

17%

21%

23%

46%

Thetraining topics wererelevanttomysituation.

TrainingsessionswereheldonSaturdaymorning.

Trainingsessionswereheldonaweekdayevening.

Trainingsessionswereclosertomyworkplace.

Thetraining wasprovided usinganonlineformat.

7. About35%ofmentorsattendedmonthlytrainingsessionsin2016-2017.Mostoften,mentorscouldnotattendtrainingbecausetheycouldnottakethetimefromworktomentorandtoparticipateintraining.

8. Ofthosewhoparticipatedinthemonthlytrainingsessionsin2016-2017,75%reportedthey“definitely”feltmoreconfidentinthementoringexperienceasaresultofthemonthlytraining.

9. Mentorswouldbemorelikelytoattendatrainingeventiftrainingsessionswere…

TheMentoringExperience

10. About31%ofmentorsreportedmeetingtheirmentee’scaregiver.Mostoftentheymetattheschoolduringlunchtime(13%)orataschoolsponsoredevent(10%).About4%ofthementorsmetcaregiversataSeedlingsponsoredevent.

32%

25%20% 21%

47%

5%

Icannotattendsessionsduringthelunchhour.

Ipreferreadingaboutthetopicsinanelectronicnewsletter.

Ipreferonlinetraining.

Ifeelwell-prepared anddo

notrequireadditionaltraining.

Icannotbeawayfromworktwiceinoneweektoseemymenteeandattendtraining.

Idonotthinkthetopics are

relevanttomysituation.

21%ofmentorsreportedtheyfeltwellpreparedandwerenotlikelytoattendadditionaltrainingeventsduringtheyear.

Excellent51%

Good41% Fair

7%

11. Mentorsratedtheirrelationshipswiththeirmenteesas…

12. Consistentwithresultsfromthepriorschoolyear,88%ofmentorsreportedtheymetwiththeirmenteeweekly.

13. Ofthe11%ofmentorswhomettheirmenteeslessthanonceaweek…

2016 2017Threetimesamonth 31% 37%

Twiceamonth 54% 39%Onceamonth 11% 16%Lessthanonceamonth 3% 8%

14. Whenmentorsspenttimewiththeirmentees,theymostoftenengagedinthefollowing:

5%

15%

16%

16%

37%

74%

88%

TryingoutactivitiessuggestedinFutureMatters

Reading

Supportingacademicdevelopment

Engaginginoutdooractivities

Discussingproblems/processingfeelings

Playinggames/artorcraftactivities

Talking/listening

Reasons

Workcommitments

Menteemobility

Menteedisinterestorabsence

Schoolschedulingconflicts

30%

50%

15%0% 5%

Extremelyhelpful Mostlyhelpful Sometimeshelpful Notatallhelpful Donotknow

15. Mentorsbelievedthetimewiththeirmenteeswas…

16. 99%ofmentorsratedtheiroverallexperiencewiththeSeedlingMentorProgramasexcellentorgood.

17. Consistentwithprioryears,mostmentorsplannedtocontinuetheirmentoringrelationshipsinthenextschoolyear.

18. Ofthe8%ofmentorsin20156-2017whowerenotplanningtomentorinthenextschoolyear,17%hadnotclosedtherelationshipbytheendoftheschoolyear.

Howdidyouclosethementoringrelationshipwithyourmentee?

Yes80%

No8%

Undecided12%

78%

4% 17%

Withavisit Sentaletter Ididnotclosetherelationship.

AppendixE:SeedlingStudentSurvey,Spring2017

Eachyear,theSeedlingFoundationsurveysmenteesattheendoftheschoolyear.Stratifiedrandomsamplingwasusedtoselectsurveyparticipantsfortheannualstudentsurvey.OftheSeedlingmenteesingradesthreethroughtwelve,328wereaskedtocompleteasurvey.Overall,therewasan83%responseratewith56%oftherespondentsinelementaryschool,37%inmiddleschool,and8%inhighschool.Theoverallresponseratewasrepresentativeofthegroupata95%confidencelevel.

TheSeedlingstudentsurveyhadmultipleparts.Part1ofthesurveyusedquestionsfromtheMeasuringtheQualityofMentor-YouthRelationshipsSurveydevelopedfortheevaluationofBigBrothersBigSistersagencies.Part2ofthesurveycontainedquestionsfromSnyder’sChildren’sHopeScale(1997),theBriefResilienceScale(BRS)designedbySmithet.al.(2008)toassesstheabilitytobounceback,andtheBigBrothersBigSistersYouthOutcomesSurvey.

SeedlingmenteesinAustinISDandamatchedcomparisongroupalsocompletedthedistrict’sStudentClimateSurveythatwasadministeredinthespringsemesterofthe2016-2017schoolyear.About48%oftheSeedlingmenteesandthematchedcomparisongroupcompletedthedistrictStudentClimateSurvey.Fromthissurvey,questionspertainingtoacademicself-confidenceandsocialemotionallearningwereusedtodeterminestudentmentoringoutcomes.

SeedlingStudentSurvey,Part1

Part1:MentoringRelationshipQuality 2015 2016 2017Percentagesreflectcombinedratingsofveryorsortoftrueona4pointscale % Avg. % Avg. % Avg.

Mymentorhelpsmetakemymindoffthingsbydoingsomethingwithme. 95% 3.6 97% 3.7 96% 3.7

Sometimesmymentorpromiseswewilldosomething,thenwedon'tdoit.+ 15% 3.5 15% 3.5 17% 3.4

MymentorisalwaysinterestedinwhatIwanttodo. 95% 3.8 98% 3.9 96% 3.8

WhenIamwithmymentor,Ifeelmad.+ 5% 3.8 4% 3.9 5% 3.8MymentorandIliketodoalotofthesamethings. 90% 3.3 90% 3.3 88% 3.3

Ithelpsmewhenmymentorgivesmeadvice. 92% 3.6 99%* 3.8* 97% 3.7

Iwishmymentorspentmoretimewithme. 73% 3.1 80% 3.3 75% 3.1

WhenIamwithmymentor,Ifeelimportant. 92% 3.6 93% 3.6 92% 3.5

Idonottellmymentorsomethings,becausemymentormighttellsomeoneelse.+

16% 3.4 21% 3.3 17% 3.4

WhenIamwithmymentor,Ifeelhappy. 97% 3.8 99% 3.9 95%* 3.7WhenIamwithmymentor,Ifeeldisappointed.+ 6% 3.8 2% 3.9 3% 3.8

Mymentorcomestoseemewhenheorsheissupposedto. 93% 3.6 89% 3.5 90% 3.5

WhenIamwithmymentor,Ifeelbored.+ 9% 3.7 10% 3.7 15% 3.5

Whensomethingisbuggingme,mymentorlistenswhileItalkaboutit. 95% 3.8 96% 3.8 95% 3.7

MymentorandIareprettyclose. 93% 3.6 95% 3.6 88%* 3.4

Source.SeedlingMenteeSurvey,205-2017Notes.*Statisticallysignificantatp<.05.+Itemwasreversecodedforsurveyreliabilitypurposes.Theaverageratingreportedwasnormalizedtoensureconsistentinterpretationofresults.Itisdesirabletohaveanaverageresponseratingofatleast3.0

SeedlingStudentSurvey,Part2

Part2:Menteehope 2015 2016 2017

Percentagesreflectcombinedratingsofmostormuchofthetimeona4pointscale

IthinkIamdoingprettywell. 92% 90% 88%

Icanthinkofmanywaystogetthethingsinlifethataremostimportanttome. 85% 92%* 84%*

Iamdoingjustaswellasotherkidsmyage. 83% 81% 77%WhenIhaveaproblem,Icancomeupwithalotofwaystosolveit. 78% 76% 73%

IthinkthethingsIhavedoneinthepastwillhelpmeinthefuture. 81% 84% 79%

Evenwhenotherswanttoquit,IknowIcanfindwaystosolvetheproblem. 86% 87% 79%*

Part2:Menteesocialacceptance 2015 2016 2017

Percentagesreflectcombinedratingsofveryorsortoftrueona4pointscale

Iamalwaysdoingthingswithalotofkids. 89% 86%Iwishthatmorepeoplemyagelikedme. 52% 53%Ifindithardtomakefriends. 34% 36%Iwouldliketohavemorefriends. 54% 50%Iampopularwithothersmyage. 64% 65%Ihavealotoffriends. 82% 83%

Part2:Menteeresilience 2015 2016 2017Percentagesreflectcombinedratingsofstronglyagreeoragreeona5pointscale

Itendtobouncebackquicklyafterhardtimes. 64%

Ihaveahardtimemakingitthroughstressfulevents. 54%Itdoesnottakemelongtorecoverfromastressfulevent. 50%Itishardformetosnapbackwhensomethingbadhappens.

46%

Iusuallycomethroughdifficulttimeswithlittletrouble. 49%Itendtotakealongtimetogetoverset-backsinmylife. 44%Note.QuestionspertainingtoresiliencewereaskedonthesurveyforthefirsttimeinSpring2017.

Sinceyouhavestartedmeetingwithyourmentor,havetherebeenanychangesinyour...

2015 2016 2017

Percentagesreflectratingsofverypositiveorsomepositivechangesona5pointscaleInterestindoingthings 89% 82%Relationshipswithothers 77% 78%Abilitytotalkaboutyourfeelings 89% 76%*Source.SeedlingMenteeSurvey,2015-2017

Part2:Menteeacademicself-confidence 2015 2016 2017Percentagesreflectcombinedratingsofmostormuchofthetimeona4pointscale

IcandoeventhehardestschoolworkifItry. 87% 87% 85%

Ienjoydoingmyschoolwork. 70%Itryhardtodomybestwork. 94% 92% 98%Ifeelsuccessfulinmyschoolwork. 84% 87% 85%IcanreachthegoalsIsetformyself. 90% 91% 92%

Part2:SocialEmotionalLearning 2015 2016 2017Percentagesreflectcombinedratingsofmostormuchofthetimeona4pointscale

Iusewaystocalmmyselfdown. 87%

Idon’tgiveupevenwhenIamfrustrated. 90%Iknowwhatpeoplemaybefeelingbythelookontheirface. 93%

Igetalongwithmyclassmates 89%

Isaynotofriendswhowantmetobreaktherules. 90%

Iwillgotocollegeafterhighschool. 2015 2016 2017PercentagesofmenteeswhoansweredYes ElementarySchool 79% 79% 73%MiddleSchool 67% 87%* 67%*HighSchool 62% 73%* 62%*All 74% 80% 70%*

Sources.SeedlingMenteeSurveyandtheAustinISDStudentClimateSurvey,2015-2017Note.*Statisticallysignificantatp<.05

AppendixF:SeedlingAcademicResultsSummary,2016-2017

Attendance

ProgramGroup N

Averageattendanceratein

2017

PercentageChronicallyabsent

(<90%)

PercentagewithImproved

attendanceratein2017

Percentagewithpositive

attendanceoutcomeoverall

Comparison 511 93.3% 27% 38% 77%

Seedling 537 93.1% 29% 33% 74%Sources.Districtattendancefiles,2016-2017Note.*Statisticallysignificantatp<.05

SeedlingParticipationLength

NAverage



(<90%)



Percentagewithpositiveattendanceoutcomeoverall

Lessthan3months 32 94.9% 36% 43% 67%

3to12months 114 93.4% 19%* 34% 83%*

12to24months 104 95.1%* 23%* 44%* 79%*

Morethan24months 234 91.9% 34% 36% 69%Sources.Districtattendancefiles,2016-2017Note.*Statisticallysignificantatp<.05

SeedlingSchoolLevel N

Averageattendancerate

in2017


(<90%)



Percentagewithpositiveattendanceoutcomeoverall

Elementaryschool 346 94.2%* 13% 37% 84%*

Middleschool 158 92.0% 42% 30% 61%*

Highschool 33 90.4% 70% 15%* 39%*Sources.Districtattendancefiles,2016-2017Note.*Statisticallysignificantatp<.05

AppendixG:SeedlingDisciplineResultsSummary,2016-2017

Discipline

ProgramGroup NPercentagewith

disciplinaryincidentin2017

Averagecountofdisciplinaryincidents

Percentagewithpositivedisciplineoutcome

overall

Comparison 511 15% 4.6 87%

Seedling 544 24%* 5.9 83%

Sources.Districtdisciplinefiles,2016-2017Note.*Statisticallysignificantatp<.05

SeedlingParticipationLength N Percentagewith

disciplinaryincidentAveragecountof

disciplinaryincidents

Percentagewithpositivedisciplineoutcomeoverall

Lessthan3months 42 19% 2.6* 83%

3to12months 115 17% 7.0* 87%

12to24months 120 22% 4.3* 83%

Morethan24months 267 29% 8.6* 80%Sources.Districtdisciplinefiles,2016-2017Note.*Statisticallysignificantatp<.05

SeedlingSchoolLevel N Percentagewithdisciplinaryincident

Averagecountofdisciplinaryincidents

Percentagewithpositivedisciplineoutcomeoverall

Elementaryschool 346 16% 3.5 90%*

Middleschool 158 45% 7.8* 63%*

Highschool 33 24% 4.2 94%*Sources.Districtdisciplinefiles,2016-2017Note.*Statisticallysignificantatp<.05

AppendixH:SeedlingSTAARResultsSummary,2016-2017

STAARReading

ProgramGroup N PercentageMetStandardin2017

PercentageMetProgressMeasurein2017

PercentagewithpositiveSTAARReadingoutcomeoverall

Comparison 342 55% 74% 96%

Seedling 381 54% 79% 97%Sources.DistrictSTAARassessmentfiles,2016-2017Note.*Statisticallysignificantatp<.05

SeedlingParticipationLength N PercentageMet

Standardin2017

PercentageMetProgressMeasurein

2017

PercentagewithpositiveSTAAR

Readingoutcomeoverall

Lessthan3months 20 45% 80% 100%

3to12months 62 56% 79% 98%

12to24months 90 52% 72%* 96%

Morethan24months 209 55% 83%* 97%Sources.DistrictSTAARassessmentfiles,2016-2017Note.*Statisticallysignificantatp<.05

SeedlingSchoolLevel N PercentageMetStandardin2017

PercentageMetProgressMeasurein

2017


Readingoutcomeoverall

Elementaryschool 228 57% 67% 95%

Middleschool 153 50% 98%* 100%*

Sources.DistrictSTAARassessmentfiles,2016-2017Note.*Statisticallysignificantatp<.05

STAARMath

ProgramGroup N PercentageMetMathStandardin2017

PercentageMetMathProgressMeasurein

2017

PercentagewithpositiveSTAARMath

outcomeoverall

Comparison 318 57% 75% 96%

Seedling 339 58% 79% 98%


SeedlingParticipationLength N PercentageMetMath

Standardin2017


2017


Mathoutcomeoverall

Lessthan3months 15 40% 73% 91%

3to12months 61 56% 84% 100%

12to24months 78 60% 71% 96%

Morethan24months 185 60% 82% 98%Sources.DistrictSTAARassessmentfiles,2016-2017Note.*Statisticallysignificantatp<.05

SeedlingSchoolLevel N PercentageMetMathStandardin2017


2017


Mathoutcomeoverall

Elementaryschool 202 63% 65% 96%

Middleschool 137 100%* 92%* 100%*


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