The Effects of Formal Mentoring on First-Time Freshman GPA, Course Completion, and Retention Rates

Problem The purpose of this study is to evaluate the effect of one quarter of a formal mentoring program on the academic success and retention of first-year university students. Method Prior to the beginning of fall quarter 2007, a randomly selected group of 75 first time freshmen students at Walla Walla University (WWU) were invited to participate in an experimental mentoring program. Similarly, a silent control group of 75 first-time freshmen students were randomly selected. Non-student mentors were interviewed and hired to carry out the mentoring project. The retention rate, grade point average (GPA), and credit drop/failure rate of the students in the experimental group were compared to the retention rate, GPA, and credit drop/failure rate of the control group. Results The results indicated that though there was not a significant difference in the overall mean university GPA between the two groups, fewer students in the mentored group ended the quarter with a university GPA below 2.0 than did students in the control group. Additionally, mentored students who entered the university with low high-school performance indicators showed stronger academic success than did control group students. And students in the mentored group dropped and/or failed fewer credits than did those in the control group. There were no differences in retention rate. Conclusions A longitudinal study is needed to give closer study to the extended impact of mentoring on student success and retention