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Promising Practices for Improving the Match Outcomes of Young Children: An Evaluation of the School-Based Literacy-Enhanced Mentoring (LEM) Program

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Abstract

Background

Recent research suggests that instrumental relationship styles can enhance the effectiveness of school-based mentoring, however, little research has been conducted with young children. This study reports findings from a three-year evaluation of an instrumental Literacy-Enhanced Mentoring (LEM) program that integrates a structured, literacy component into a school-based mentoring program for children in kindergarten through second grade.

Objective

The primary research objective was to assess the association between LEM enhancements and key match outcomes: relationship strength, match length, and early match closure, as these indicators are important moderators of a broad range of program effects. Researchers also aimed to determine whether the LEM literacy components had been implemented as designed and whether reasons for closure were different for matches in the LEM and traditional BBBS mentoring programs.

Methods

This quasi-experimental study employs propensity score matching to achieve equivalent comparison groups among LEM matches (n = 64) and traditional BBBS school-based matches (n = 64). Researchers also utilize agency-collected match activity data to assess program fidelity.

Results

Participation in the LEM program was not associated with mentors’ reports of relationship strength or match length. Treatment was not associated with early match closure for the full LEM group, although there were reductions in early closure among subgroups of mentees with certain types of individual, family, and neighborhood risk. LEM participation was also associated with reasons for early match closure.

Conclusions

Despite extant research suggesting that developmental mentoring is better suited for young children and instrumental mentoring for older children and youth, in this study, goal-directed literacy enhancements were implemented in a mentoring program without compromising relationship quality or match length. Findings are limited by the study’s research design, particularly lack of random assignment and data regarding the match activities of the comparison group. Findings from this study suggest that instrumental mentoring may be a promising approach to mentoring young children.

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Acknowledgements

The authors would like to acknowledge the hard work and dedication of the staff at Big Brothers Big Sisters Harrisonburg Rockingham County, as well as the graduate assistants in the James Madison University Master of Public Administration program, who provided research support for this project.

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Authors and Affiliations

  1. Department of Political Science, James Madison University , 91 E. Grace Street/MSC 7705 , 22801, Harrisonburg, VA, United States

    Liliokanaio Peaslee & Amanda C. Teye

  2. Virginia College Advising Corps, University of Virginia, 2400 Old Ivy Road, 22904, Charlottesville, VA, United States

    Jeron S. Baker

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  1. Liliokanaio Peaslee
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Contributions

Amanda Teye and Liliokanaio Peaslee conceived the presented idea, developed, and executed the research design collaboratively. Liliokanaio Peaslee developed the theory and wrote the review of literature. Amanda Teye performed the computations and verified the analytical methods. Jeron Baker assisted with research of literature, performed computations, developed propensity score model, and assisted in verifying the analytical methods. All authors contributed to the interpretation of results, conclusions, and recommendations. Amanda Teye and Liliokanaio contributed to editorial work in the final manuscript. Jeron Baker formatted the manuscript to fit this journal.

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Correspondence to Liliokanaio Peaslee.

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The authors did not receive support from any organization for the submitted work.

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The authors have no relevant financial or non-financial interest to disclose.

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The study was approved by a university Institutional Review Board; all human subjects were treated in accordance with the ethical guidelines approved by the Board.

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Informed consent was obtained from parents/legal guardians of children and participating mentors at the time of enrollment. Child assent to participate was obtained prior to assessment.

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Peaslee, L., Teye, A.C. & Baker, J.S. Promising Practices for Improving the Match Outcomes of Young Children: An Evaluation of the School-Based Literacy-Enhanced Mentoring (LEM) Program. Child Youth Care Forum 52, 205–227 (2023). https://doi.org/10.1007/s10566-022-09675-z

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