Using Improvement Science to Reduce Student Retention in High School Through School-Based Mentoring

Author

Ellen B. Borland, Clemson UniversityFollow

Date of Award

8-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Systems Improvement Science

Committee Chair/Advisor

Dr. Edwin Nii Bonney

Committee Member

Dr. Brandi Hinnant-Crawford

Committee Member

Dr. Angela Carter

Committee Member

Dr. Sherry Holye

Abstract

The disproportionate demographics among retained students must be addressed. School-based mentoring has been recognized as an effective tool for motivating and supporting students at-risk of not graduating on time. This research aimed to explore the impact of a school-based mentoring program on positive student outcomes, specifically academic achievement, among high school students at-risk of not graduating on time. This study followed twenty-three students and mentors throughout the school year, and examined the association between school-based mentoring and grade level retention or promotion. The results were compared to the same group of students and their performance during the previous school year, which resulted in retention, as well as the previous three retained cohorts of students in the same school who did not receive the SWARM program as an intervention. The findings of this study determined the impact of the SWARM program on student motivation, attitude, and academic performance. The findings suggest that consistent mentoring positively impacts student behavior and resiliency among students at-risk of graduating on time. The study concludes with implications, limitations, and recommendations for future research on school-based mentoring programs.

Recommended Citation

Borland, Ellen B., "Using Improvement Science to Reduce Student Retention in High School Through School-Based Mentoring" (2024). All Dissertations. 3762.
https://open.clemson.edu/all_dissertations/3762