Data for Me and My Math Mentor outcomes from the Harvard PEAR Common Instrument Suite.
- 46 students ranging from 2nd to 10th grade participated in the pre-survey, and
- 79 students participated in the retrospective post-survey.
- 50% of the students surveyed were female, and the sample was racially diverse
- Responses ranged from students feeling 1-much less, 3-about the same, to 5-much more interested or positive.
Students reported overall, statistically significant* gains in all measured categories which included:
- Math and science interest
- Adult relationships
- Peer relationships
There were no significant gender differences, both boys and girls showed significant gains in all of these categories.
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Overall, students enrolled in the Tulsa Me & My Math Mentor program in fall 2015 and spring 2016 reported positive attitudes towards math and science.
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Overall, students in the Tulsa Me & My Math Mentor Program in fall 2016 perceived themselves as having strong 21st century/socio-emotional (SEL) skills. They also reported many positive gains at the end of the program in spring 2016.
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There were strong positive correlations between math/science interest and the 21st century/socio-emotional power skills of peer relationships, and adult relationships.