Source: Mentoring & Tutoring: Partnership in Learning, Volume 18, Issue 3, 2010, p. 233-248.
The current study examined the effectiveness of a supervised mentoring program on the academic achievement of low‐income students in Seoul, South Korea.
834 elementary and secondary school students participated in this study.
When compared to the control group, both elementary and middle school students exposed to the mentoring program improved in mathematic and reading comprehension.
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 low‐income school districts.