Excellence Driven by Research
Extensive research has shown that mentoring can have profound positive impacts on youth. For example:
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Positive community engagement results in increased academic performance, feelings of belongingness, identity development, and self-esteem for high school and college students, while decreasing chances of engaging in negative risk behavior (Wilson) |
Young adults who were at-risk for falling off track but had a mentor are 55% more likely to enroll in college, 78% more likely to volunteer regularly, and 130% more likely to hold leadership positions. However, despite these compelling documented positive impacts of mentoring relationships, 1 in 3 children will grow up without either a formal or informal mentor (Bruce & Bridgeland, 2014) |
Students learn best when they are engaged in a task that is meaningful, challenging (though not overwhelming), and engaging and met with the proper support (or scaffolding) from caring adults (Vygotsky). |
RT seeks to combat the unacceptable 27% 4-year college graduation rate first-generation college students face by empowering and teaching critical life skills to AVID students and the 27% of UVA Facilitators who are first-generation college students.
The Positive Effects of Mentorin
55%More Likely to Enroll in College
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78%More Likely to Volunteer
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130%More Likely to Hold Leadership Positions
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Most High Schoolers Feel Unprepared for College and Careers
Amount of High Schoolers Who Wish to Attend College
87%
Amount of Students Who Feel Positively About Their College and Career Readiness
45%
Number of Secondary Students Who Feel That What They Learn in Class Helps Them Outside of School
48%
Only About Half of Secondary Students Enjoy Coming to School
52%
Impact of Social and Emotional Learning
When youth participate in intentional Social Emotional Learning programming over a sustained period of time (one year), they:
- Have grade point averages that are 11% higher than their peers;
- Score higher on standardized tests; and
- Are less likely to engage in high-risk behaviors that interfere with learning such as violence and drug and alcohol use.
