Data for Me and My Math Mentor outcomes from the Harvard PEAR Common Instrument Suite.

• 46 students ranging from 2^nd to 10^th 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.

• Overall, students enrolled in the Tulsa Me & My Math Mentor program in fall 2015 and spring 2016 reported positive attitudes towards math and science.

• Overall, students in the Tulsa Me & My Math Mentor Program in fall 2016 perceived themselves as having strong 21^st century/socio-emotional (SEL) skills. They also reported many positive gains at the end of the program in spring 2016.

• There were strong positive correlations between math/science interest and the 21^st century/socio-emotional power skills of peer relationships, and adult relationships.