Big Brothers/Big Sisters Metropolitan Portland Mentoring Evaluation (Fall 2004 - Fall 2007)

CONTACT:
Tanya Ostrogorsky, Lead Evaluator   ostrogorskyt@pdx.edu    503-725-9553
Patricia Edge, BBBS Program Director   patricia.edge@bbbs.org  503-249-4859

Evaluation Plan Summary:

The evaluation will rely on data collected through the Program-based Outcome Evaluation (POE) that is outlined by the national BBBS organization. Specifically, data from teachers/counselors, Bigs, and Littles will be collected using the standard POE. Additionally, BBBS staff will facilitate the collection of school related outcomes such as GPA, absences, and standardized tests scores when available.

The evaluation will be focused on educational achievement, quality of match, mentorship experience, youth satisfaction with match, and stakeholder satisfaction with the match.

Reports & Presentations:

Project Summary (Excerpt from Grant Application):

This project will provide the seed money for expanding BBBS mentoring in three school districts and implementing it in six school districts, most with no mentoring programs. The federal (US Dept of Education) money will be matched with funds from corporations and Big Brothers Big Sisters of America to provide long-term, sustainable mentoring programs in underserved rural and low-performing inner city schools. BBBS of Metropolitan Portland and the following school districts: Hillsboro, Beaverton, Forest Grove, Oregon Trail, Oregon City, Canby, Parkrose, Reynolds, and Portland, will provide 300 greatest-needs youths, in fourth through eighth grade, with caring one-to-one mentors. 180 greatest-need children will receive mentoring Year One, 240 children in Year Two, and 300 children in Year Three. Therefore, over 300 Oregon children with the greatest needs will receive emotional and academic support from a mentor and will be exposed to new experiences. Because of the growing number of Latino children in these three counties, and the educational challenges faced by these youths, at least 40-55% of the youths served will be Latino. The mentoring program will be established at the four highest need schools in each county, as determined by district administrators and county officials. Fourth through eighth grade youths will be referred to the program by school teachers and counselors. School personnel will be responsible for distributing forms to guardians and providing background information on referred youths. BBBS will offer each school its choice of one-to-one school-based mentoring with an adult or one-to-one teen mentoring. Schools will choose which program is best suited for their students based on need and volunteer availability.

Through the Big Brothers Big Sisters in Schools mentoring program, adult volunteers are matched with youths to form one-to-one relationships. All of the contact with the Little Brothers and Sisters occurs at the school, during the school day. The mentors visit their Little Brothers and Sisters once a week and spend approximately one hour together, for a minimum of one year. Monthly group recreational or educational activities in the summer months continue the match relationship and promote additional growth. This allows the match to last at least one full year, and increases the likelihood that the match will continue into the next school year. The match may also stay in contact via email or letters over the summer if both parties, the youth's parents, and BBBS school-based coordinator agree.

Through the Teen Bigs, 11th and 12th grade students mentor at-risk fourth and fifth grade students in highly structured and supervised after-school activities for the duration of at least one school year. Matches meet once per week throughout the school year, and once per month, during the summer months. The Teen Bigs program builds and nurtures relationships between the teens and mentored children through group activities such as art, educational games, recreational activities, speakers, and field trips. Each match spends thirty minutes together one-to-one before the structured activities focusing on academic assistance through tutoring, reading and playing educational games. Once each semester, these sessions include activities the youths would otherwise not have the opportunity to attend, such as museums, and community service projects. Guest speakers speak on topics related to post secondary education and career opportunities to enhance the youths' understanding of career choices and enhance goal setting skills.