Document Type

Article

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Rollen Fowler

Primary Subject Area

Education, General; Education, Guidance and Counseling; Education, Mathematics; Education, Secondary; Education, Sociology of

Keywords

Peer Mentoring, Educational Leadership

Disciplines

Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Science and Mathematics Education

Abstract

The purpose of this study was to examine the potential academic impact that a trained peer mentor, would have on first time ninth grade students. Specifically, the study was aimed to measure the academic performance of ninth grade students by focusing on the interim assessment, which is a summative pre and post- test aligned to End of Course Test content weights and is used to assess students at the end of each term or semester. The study addressed whether there is a difference in post-test interim assessment scores, passing rates, and numerical averages in Integrated Algebra I by examining first time ninth grade students who receive assistance from a trained mentors (Group 1) and first time ninth grade students who did not receive peer mentoring assistance.