Eyes to the Future – Middle School Girls Envisioning Science and Technology in High School and Beyond - Begun in 1977 and based in Cambridge, Massachusetts, Eyes to the Future intervenes with middle school girls of all abilities to provide role models who have pursued science and technology in high school and beyond. This multi-age mentoring program uses the Web to link middle school girls with high school girls in their school districts who have stayed interested in science and technology, and with women who use science and technology in their careers. This site provides information on mentoring and electronic communication, science activities, creating online magazines and access to related publications....

Mentoring School-Age Children: A Classification of Programs MS Word - The number of mentoring programs providing adult support to youth has increased dramatically in recent years. This report presents information on the characteristics of programs that serve school-age youth (K-12). The report suggests that rather than simply replicating the traditional Big Brothers Big Sisters model, newer programs are emphasizing somewhat more instrumental goals and activities, as well as experimenting with different types of relationships such as group or school-based. Most programs seem to have sufficient infrastructure to screen, train and supervise their mentors adequately, but many de-emphasize the importance of developing long-term relationships. (Cynthia L. Sipe and Anne E. Roder, Public/Private Ventures, Winter 1999)...

Volunteer Tutoring Programs: A Review of Research on Achievement Outcomes - The America Reads Challenge makes a national commitment to the goal that every child will read independently and well by the end of 3rd grade. The primary means of achieving this goal is to place one million volunteers in schools to tutor children in reading. Very little, however, is known about the effectiveness of using volunteer tutors in schools. This review of 16 volunteer tutoring programs indicates that volunteer tutors may be able to contribute to children’s reading success, but much research and evaluation of alternative models are needed. (Barbara A. Wasik, CRESPAR Report No. 14, Center for Research on the Education of Students Placed At Risk, June 1997)...