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Report to Congressional Requesters:

United States General Accounting Office:

GAO:

June 2004:

Student Mentoring Programs:

Education's Monitoring and Information Sharing Could Be Improved:

GAO-04-581:

GAO Highlights:

Highlights of GAO-04-581, a report to congressional requesters

Why GAO Did This Study:

As part of the No Child Left Behind Act (NCLBA) of 2001, the Congress 
authorized a 3-year, $17 million per year school-based mentoring grant 
program. For fiscal year 2004, Congress has increased funding to about 
$50 million to fund additional mentoring efforts. Congress requested 
that GAO provide information on the student mentoring program. To do 
this, GAO answered the following questions: 

(1) What are the basic elements, policies, and procedures of successful 
mentoring programs? 
(2) What are the key characteristics of NCLBA-funded mentoring efforts, 
including the extent to which they have the basic elements, policies, 
and procedures of successful mentoring programs? 
(3) How does the Department of Education monitor program 
implementation? 
(4) What are Education’s and grantees’ plans to assess program 
outcomes?


What GAO Found:

According to the literature GAO reviewed, successful mentoring programs 
(1) plan their programs carefully prior to implementation; (2) develop 
policies and procedures to effectively manage their programs, including 
mentor screening and training; (3) ensure program sustainability 
through marketing; and (4) evaluate program outcomes and disseminate 
their evaluation findings. 

Most of the 121 mentoring grantees that Education funded shared many 
characteristics--most had 5 years or more of experience mentoring 
youth, had similar goals, and offered “one-to-one” mentoring. All 
mentoring grantees listed in their applications that they had some 
elements of successful programs, but established grantees GAO visited 
reported fewer implementation challenges, such as problems recruiting 
mentors, than did newer grantees. Most of the 11 grantees GAO visited 
said they would benefit from learning about other implementation 
strategies through information sharing. However, Education has not 
facilitated information sharing among mentoring grantees, although it 
is considering doing so. 

School-age mentoring: 

[See PDF for image]

[End of figure]


Education used multiple methods to monitor grantees, including 
expenditure tracking, but the office responsible for monitoring 
mentoring grants did not review single audit reports as required by its 
guidance. Education’s Chief Financial Officer reviewed the audits but 
did not forward audits to the office overseeing the mentoring grants 
because findings did not pertain to these new grants. However, GAO 
found that 8 percent of the mentoring grantees had audit findings 
related to how well they handled other Education grants.

Education is currently assessing whether it will conduct an overall 
evaluation of its mentoring program. Education required that all 
grantees have evaluation plans, and most plan to report on youth 
outcomes related to academic achievement and attendance. However, 
grantees plan to use different methodologies, making it difficult for 
Education to have a cohesive picture of its mentoring program as a 
whole. 

What GAO Recommends:

GAO is recommending that Education

* explore ways to facilitate the sharing of successful practices and 
lessons learned,
* ensure that the office monitoring mentoring grantees uses grantees’ 
single audit reports, and
* undertake a national study of its mentoring program outcomes.

www.gao.gov/cgi-bin/getrpt?GAO-04-581.

To view the full product, including the scope and methodology, click on 
the link above. For more information, contact Marnie S. Shaul at (202) 
512-7215 or shaulm@gao.gov.

[End of section]

Contents:

Letter:

Results in Brief:

Background:

Key Elements of Successful Mentoring Programs Are Planning, Management, 
Sustainability, and Evaluation:

Mentoring Grantees Shared Many Characteristics and Had Some Elements of 
Successful Programs, but Ease of Implementation Differed among New and 
Established Grantees:

Education Used Multiple Methods to Monitor Program Implementation, but 
Monitoring May Not Be Sufficient to Identify Possible Fiscal and 
Programmatic Weaknesses:

The Office Responsible for Monitoring Mentoring Grantees Did Not Review 
Grantees' Single Audit Act Reports, Creating the Potential for It to 
Miss Fiscal and Programmatic Weaknesses:

Education Considering Conducting National Study of Mentoring Programs 
to Augment the Evaluations It Has Required Grantees to Submit:

Conclusions:

Recommendations for Executive Action:

Agency Comments:

Appendix I: Selected Studies on the Elements of Successful Mentoring:

Appendix II: Characteristics of Education Mentoring Grantees by State:

Appendix III: GAO Contacts and Staff Acknowledgments:

GAO Contacts:

Acknowledgments:

Related GAO Products:

Tables:

Table 1: Legislative Requirements for Mentoring Programs:

Table 2: Percentage of Grantees Citing Various Goals:

Table 3: Elements of OSDFS's Monitoring Process:

Figures:

Figure 1: Elements, Policies, and Procedures of Successful Mentoring 
Programs:

Figure 2: Percent of Mentoring Grantees by Years of Experience with 
Mentoring:

Figure 3: Proportion of Grantees by Type of Mentoring:

Figure 4: Types of Mentoring Activities at Selected Grantees:

Figure 5: Examples of Ways Established Programs Showed Appreciation to 
Mentors:

Figure 6: Examples of Promotional Materials Used by Mentoring Grantees:

Abbreviations:

CFO: Chief Financial Officer:

NCLBA: No Child Left Behind Act of 2001:

OMB: Office of Management and Budget:

OSDFS: Office of Safe and Drug Free Schools:

United States General Accounting Office:

Washington, DC 20548:

June 25, 2004:

The Honorable Judd Gregg: 
Chairman: 
The Honorable Edward M. Kennedy:
Ranking Minority Member: 
Committee on Health, Education, Labor, and Pensions: 
United States Senate: 

The Honorable John A. Boehner: 
Chairman: 
The Honorable George Miller: 
Ranking Minority Member: 
Committee on Education and the Workforce: 
House of Representatives:

Children who have mentors are more likely to earn higher grades in 
school, develop healthier social relationships, and are less likely to 
miss school and initiate the use of drugs and alcohol compared with 
similar children who do not have mentors, according to a 1995 study on 
mentoring.[Footnote 1] In passing the No Child Left Behind Act (NCLBA) 
of 2001, the Congress sought to improve the outcomes of our nation's 
school age children by authorizing a broad range of programs and 
services for them. As part of this effort, the Congress authorized 
mentoring grants for children who have the "greatest need." In 
establishing the student mentoring program, the Congress authorized 
grants to organizations to achieve one or more goals for participating 
children, including improved academic outcomes; reduced incidence of 
school dropout, juvenile delinquency, and alcohol and drug use; and 
lower involvement in gangs. The Department of Education's (Education) 
Office of Safe and Drug Free Schools (OSDFS), which administers the 
mentoring grant, funded 122 grantees for a 3-year period ending in 
2004, at $17 million a year. The average grant amount is about $140,000 
each year. As the current wave of mentoring funding is set to end, 
Congress has appropriated funding for additional mentoring efforts. The 
fiscal year 2004 appropriation of about $50 million is expected to fund 
about 200 new grantees and the last year of the current wave of 
mentoring grantees.

As part of our ongoing work on NCLBA implementation, you asked us to 
provide you with information on school-based mentoring. In response, we 
answered the following questions: (1) What are the basic elements, 
policies, and procedures associated with successful mentoring programs? 
(2) What are the key characteristics of NCLBA-funded mentoring efforts, 
including the extent to which they have the basic elements, policies, 
and procedures associated with successful mentoring programs? (3) How 
does Education monitor program implementation? (4) What are Education's 
and grantees' plans to assess program outcomes?

To answer these questions, we reviewed the literature on the elements, 
policies, and procedures associated with successful mentoring. For this 
report, we are defining successful mentoring as those efforts that have 
the elements needed to establish, operate, and sustain mentoring. We 
relied heavily on a 2003 publication developed by an expert panel that 
described the elements of effective mentoring and reviewed several 
studies upon which the publication was based[Footnote 2]. We found that 
these studies generally supported the elements identified in the 2003 
publication. However, the rigor of these studies varied, ranging from 
studies that included random assignment of participants to control 
groups, to more descriptive case studies. See appendix I for a list of 
studies that discuss the elements of successful mentoring. We also 
reviewed the grant applications of the 121 mentoring grantees Education 
currently funds to determine the extent to which the program 
descriptions contained in applications aligned with the elements, 
policies, and procedures associated with successful programs.

To better understand how grantees implemented such elements, we visited 
11 grantees. We selected these grantees to reflect a diversity of 
mentoring approaches and geographic areas. Our initial work led us to 
explore whether established and new grantees approached implementation 
differently and whether lessons could be learned from their 
experiences. As a result, we ensured that the 11 grantees we visited 
also included a mixture of relatively new mentoring efforts--6 grantees 
with fewer than 5 years of experience mentoring youth and 5 established 
grantees that had been operating for 5 years or more. We visited one 
grantee in California, Delaware, Florida, Georgia, Idaho, Illinois, 
Nebraska, New Mexico, New York, Ohio, and Wisconsin.

During our visits with grantee staff, we covered a range of topics, 
including mentor recruitment, screening, and training; mentoring 
approach; goals for youth; plans for evaluation; and Education's 
monitoring of its programs. In most instances, we spoke with mentors 
about their mentoring experiences and the kinds of support and training 
they received. We also observed mentoring, noting the nature of the 
interaction between mentors and youth, including the kinds of 
activities and discussions that occurred between them.

In addition, we reviewed Education's monitoring policies and procedures 
and interviewed Education officials about how they monitor the 
mentoring grantees. We also reviewed the monitoring documentation that 
Education maintains on grantees and discussed Education's monitoring 
with the grantees that we visited. Using the online Single Audit Act 
database, we compiled summary reports of audit findings on all 
mentoring grantees that had fiscal years 2001 and 2002 audits. Such 
audits contain information on a grantees use of federal funds. Finally, 
we interviewed Education officials about their plans for evaluating the 
mentoring program, and we reviewed the evaluation plans of individual 
grantees. We conducted our work between June 2003 and May 2004 in 
accordance with generally accepted government auditing standards.

Results in Brief:

According to the literature that we reviewed, successful student 
mentoring programs carefully plan their programs, develop policies and 
procedures to effectively manage their programs, ensure program 
sustainability through marketing, and evaluate program outcomes. First, 
in planning their programs, successful mentoring programs make many 
decisions, including the number of youth they can realistically serve 
and what kinds of services they will offer and expected outcomes. The 
program will also determine where and when mentoring will take place, 
what types of individuals program staff will recruit as mentors, and 
how staff will fund and manage the program. Second, successful 
mentoring programs develop policies and processes to screen and train 
mentors to better ensure that they are committed to mentoring and 
understand the needs of youth. The programs also establish data 
collection procedures to facilitate program monitoring and assessment. 
Third, successful programs have marketing and sustainability strategies 
in place that help them retain the support of current funders and 
garner financial backing from new sources. Finally, successful student 
mentoring programs evaluate program outcomes and broadly disseminate 
their evaluation findings.

Most of the student mentoring efforts that Education funded shared many 
characteristics--most had 5 or more years of experience mentoring 
youth, had similar goals, and offered "one-to-one" mentoring. Grantees 
did differ somewhat in their program design, such as the number and 
characteristics of at-risk youth they planned to serve and the services 
offered them. All mentoring efforts had some elements of successful 
programs, but we found that established grantees reported fewer 
implementation challenges, such as difficulties recruiting mentors, 
than did newer grantees. Some of the established grantees we visited 
told us that they had experienced some implementation difficulties when 
they began mentoring youth and that they had refined their programs 
over the early years. Many of these grantees also told us that they 
benefited from learning about implementation strategies from other more 
experienced mentoring programs. Most of the new grantees reported that 
this type of information would help them to better implement their 
programs. However, Education has not facilitated information sharing 
among mentoring grantees, although it is considering such an effort.

To monitor grantees, Education officials regularly contacted them by 
telephone, examined grantee performance reports, visited a limited 
number of grantees annually, and monitored the amount grantees spent, 
according to Education documents and interviews with officials. Such 
monitoring revealed, for example, that one grantee had spent mentoring 
funds even though the grantee was not yet operational. That grantee 
voluntarily relinquished its mentoring grant. Although Education used 
multiple methods to monitor grantees, OSDFS, which is responsible for 
monitoring mentoring grants, did not review grantees' single audit 
reports as part of its monitoring, although its guidance states that it 
review readily available information, including information from single 
audits. Instead, according to Education officials, the Office of the 
Chief Financial Officer within Education reviewed these reports, but 
did not provide the OSDFS with information about audit findings because 
none of the audit findings pertained to the mentoring grants. Because 
mentoring grants were relatively new, we did not expect to find 
information pertaining to grantees' handling of mentoring grants when 
we reviewed their online single audit summary reports. Rather, we 
wanted to determine if there were problems in these same grantees' 
handling of other Education grant funds they received before or around 
the time Education awarded them mentoring grants. How well these 
grantees handled other funds they received from Education may suggest 
how well they would manage their mentoring grant funds. Our review of 
all 121 mentoring grantees revealed that about 8 percent of them had an 
audit that identified problems, such as cash management and procurement 
issues, with respect to other Education grants they received 
substantially enough to be reported as audit findings.

Education does not have plans to assess the mentoring program's 
outcomes or effectiveness but is currently discussing the possibility 
of doing so. No timeframes have been established for making a 
determination. While collecting outcome data would provide a 
descriptive study of youth outcomes, an effectiveness study, which 
involves the use of comparison groups, would allow Education to 
determine whether the mentoring program, rather than other factors, 
caused any improvement in youth outcomes. While the agency's plans for 
an evaluation are undefined, it has required that individual grantees 
provide final evaluation reports when their 3-year grants end. 
Grantees' evaluation plans show that they intend to report a range of 
youth outcomes, such as information on academic achievement and school 
attendance. Grantee evaluation plans also reflect variation in data 
collection strategies. Such variations were most apparent between new 
and established grantees. Specifically, the more established grantees 
more often reported that they planned to use data, such as grades and 
attendance information to report student outcomes, while newer programs 
more often reported that they would rely on self-reported data to 
measure youth outcomes, such as surveys of teachers. Because of 
different data collection methods, taken together these grantee 
evaluations cannot provide a cohesive national picture of mentoring 
program outcomes.

To improve the mentoring program and provide essential information 
about its operations and outcomes, we are recommending that the 
Department of Education explore ways to facilitate the sharing of 
successful practices and lessons learned, ensure that the Office of 
Safe and Drug Free Schools use grantees' single audit reports, and 
undertake a national study of its mentoring program's outcomes.

Background:

According to a 1995 effectiveness study of the Big Brothers Big Sisters 
Program, children who participated in this mentoring program achieved 
higher grades in school, skipped school less frequently, developed 
closer relationships with parents and peers, and were less likely to 
initiate the use of drugs and alcohol than were similar children who 
were not enrolled in the program.[Footnote 3]

Mentoring is often defined as a sustained relationship between a youth 
and an older person, typically an adult, in which the adult provides 
the younger person with support, guidance, and assistance. Mentoring is 
based on the premise that if young people have access to caring, 
concerned adults, they will be more likely to become successful adults 
themselves. Historically, mentoring has meant that one volunteer 
commits to mentoring one child at a time. More recently, mentoring has 
moved beyond this traditional relationship to encompass other formats, 
including group and e-mail mentoring.

Mentoring programs are established in many communities. Programs like 
the Big Brothers Big Sisters Program, a national program operating in 
every state, have a long history of mentoring neighborhood youth. In 
community-based programs, youth are often referred for mentoring by 
family members. Potential mentors often submit to extensive background 
checks and trained mentors are often allowed to engage in unsupervised 
activities with the youth. School-based mentoring, as its name implies, 
takes place on school grounds. Given their location in the school, 
program staff in school-based mentoring programs can easily meet with 
teachers. Often teachers refer youth for mentoring whom they believe 
could benefit from additional attention and guidance. In school-based 
mentoring programs, volunteers typically meet with the youth during or 
after school and their interactions are typically supervised. Mentors 
and youth can spend time on schoolwork, but also engage in other 
activities, including playing sports, attending a concert, reading, 
eating lunch together, or just "hanging out together."

To improve the outcomes of our nation's school age children, Congress 
passed NCLBA. Among other things, this act authorized 3-year grants for 
student mentoring programs. NCLBA required that selected programs serve 
children with the greatest need, that is, children most at risk of 
failing school, dropping out of school, or being involved in criminal 
or delinquent activity, as well as those lacking strong positive role 
models. NCLBA also authorized grants to entities to achieve one or more 
goals for participating children, including improved academic 
achievement and reduced delinquent behavior and involvement in gangs. 
(See table 1.)

Table 1: Legislative Requirements for Mentoring Programs:

Aspect: Purpose; 
Requirement: Make assistance available to promote mentoring program 
for children with greatest need to assist such children in receiving 
support and guidance from a mentor; 
improve the academic achievement of such children; improve 
interpersonal relationships between such children and their peers, 
teachers, other adults, and family members; reduce the dropout rate of 
such children; and reduce juvenile delinquency and involvement in 
gangs by such children.

Aspect: Program goals; 
Requirement: Provide general guidance; promote personal and social 
responsibility; increase participation in, and enhance the ability to 
benefit from elementary and secondary education; discourage illegal 
use of drugs and alcohol, violence, the use of dangerous weapons, 
promiscuous behavior, and other criminal, harmful, or potentially 
harmful activities; encourage participation in community service and 
activities; encourage goal setting and planning for the future, 
including encouragement of graduation from secondary school and 
planning for postsecondary education or training; and discourage 
involvement in gangs.

Aspect: Entities eligible to serve as grantees; 
Requirement: Local educational agencies; nonprofit, community-based 
organizations; and partnerships between local educational agencies and 
nonprofit, community-based organizations.

Aspect: Target population; 
Requirement: School age children who are at risk of educational 
failure, dropping out of school, or involved in criminal or delinquent 
behavior, or who lack strong positive role models. Priority for 
funding given to programs that serve children living in rural areas, 
high-crime areas, troubled home environments, and children 
experiencing educational failure.

Aspect: Application and selection criteria; 
Requirement: Applicants are required to provide the following: 
* Description of the mentoring program; 
* Information on the children to be served; 
* Description of the mechanism that will be used to match children with 
mentors; 
* Information on how mentors and children will be recruited to the 
program; 
* Information on how prospective mentors will be screened; 
* Information on the training that will be provided to mentors; 
* Information on the capability of the applicant to effectively 
implement a mentoring program. 

Source: GAO analysis of NCLBA requirements.

Note: We did not provide an exhaustive list of the target population or 
application and selection criteria, which can be found in NCLBA.

[End of table]

A number of types of organizations are eligible to receive funding 
under the program, including local educational agencies, nonprofit, 
community-based organizations, and partnerships between a local 
educational agency and a nonprofit, community-based organization. NCLBA 
requires that applicants demonstrate that they meet a number of 
criteria, which Education in turn required be detailed in their grant 
applications. Specifically, Education required applicants to 
demonstrate that mentors would receive training and support and would 
be screened using appropriate references and background checks. The 
agency also required applicants to meet criteria that are not 
specifically outlined in NCLBA. For example, the agency required that 
applicants outline how they intended to achieve performance goals, such 
as improved academic achievement among participating children, or 
reduced incidences of involvement in gangs, illegal drugs, and alcohol. 
Grant recipients can use the funding for activities to establish or 
implement a mentoring program. For example, grants may use funds to 
hire mentor coordinators and support staff; recruit, screen and train 
mentors; and disseminate recruiting materials.

In fiscal year 2002, Education awarded competitive grants to 
122[Footnote 4] grantees from a pool of nearly 1,300 applicants. 
Education funded at least one grantee in every state, with grant 
amounts ranging from about $39,000 to nearly $500,000 in both fiscal 
years 2002 and 2003.[Footnote 5] (See app. II for a list of grantees by 
state.) Funding for these grantees ends in fiscal year 2004; funding 
for the mentoring program over the 3 years will total about $50 
million. Congress has increased funding for fiscal year 2004. According 
to Education, these funds will be used to fund an additional 200 
grantees and the last year of the current wave of mentoring grantees.

Education has a number of responsibilities regarding administration and 
oversight of the mentoring program. The agency oversees program 
implementation, provides technical assistance, and disseminates 
information on best practices. With respect to monitoring, Education, 
like other federal agencies, is required as part of its monitoring 
responsibilities to review grantees' single audit reports if they 
contain findings.[Footnote 6] The Single Audit Act requires state and 
local governments and nonprofit organizations that expend $300,000 or 
more in federal awards in a fiscal year to have either a single audit 
or program-specific audit conducted for that year.[Footnote 7] Audit 
findings from such reports can include problems such as internal 
control weaknesses; material noncompliance with the provisions of laws, 
regulations, or grant agreements; and fraud affecting a federal award. 
Education receives a copy of the audit report if it contains findings 
relevant to an Education program.[Footnote 8]

Key Elements of Successful Mentoring Programs Are Planning, Management, 
Sustainability, and Evaluation:

According to the literature we reviewed,[Footnote 9] prior to 
implementation, successful mentoring programs make key decisions about 
which youth they will serve and expected outcomes, how they will 
recruit mentors, and how the program will be funded; put in place 
management structures, such as screening, training, and recruitment 
policies and procedures to ensure that the program is well-managed on a 
daily basis; market their programs and pursue strategies to ensure 
long-term program viability; and evaluate program outcomes and 
disseminate outcome information to key stakeholders to further garner 
and sustain support for their programs. (See fig. 1.)

Figure 1: Elements, Policies, and Procedures of Successful Mentoring 
Programs:

[See PDF for image]

Note: We are defining successful mentoring to mean those efforts that 
have the basic elements needed to establish, manage and operate, and 
sustain mentoring.

[End of figure]

Successful Student Mentoring Programs Develop Initial Plans for How 
Their Programs Will Be Designed and Operated:

According to the literature that we reviewed, successful student 
mentoring programs engage in considerable planning prior to launching 
their efforts. Such planning enables them to assess the need for the 
services they plan to offer and to determine whether their 
organizations have the assets they need to be successful. Pre-
implementation planning can also help programs determine the extent to 
which individuals or corporations may be willing to invest in the 
programs.

Successful mentoring programs make many decisions pertaining to program 
design and operations as part of their early planning processes. For 
example, decisions regarding program design may include how many youth 
a program will serve, what kinds of services it will offer, where and 
when mentoring will take place, the types of individuals to be 
recruited as mentors, and expected outcomes. In addition, successful 
programs often decide whether mentors will meet with youth individually 
or in groups. Successful programs also determine what function mentors 
will serve, such as whether they will offer academic support or help to 
socialize youth.

Successful Student Mentoring Programs Ensure Policies and Procedures 
Are in Place to Sustain Daily Operations:

Research suggests that having policies and procedures in place to 
sustain and support mentors and youth are critical elements of 
successful mentoring programs. According to the literature, three 
elements are particularly critical to the success of a mentor program: 
(1) mentor screening, (2) orientation and training, and (3) support and 
supervision.

First, screening procedures provide programs a basis for selecting 
those adults who are most likely to be successful as mentors. Screening 
enables programs to better predict how a potential mentor may interact 
with a mentored youth, such as whether the potential mentor understands 
the importance of being a caring adult. In addition, screening can help 
determine whether the volunteer can commit enough time to the youth to 
build a meaningful relationship. Screening can also help ensure the 
safety of participating youth and can protect the program's reputation. 
When screening mentors, many programs interview the potential mentors, 
review personal references, and check police records.

Second, research indicates that mentor orientation and training 
experiences are critical to program success, although research has not 
identified how much training is ideal or what topics such training 
should cover. Mentor orientation and training experiences can help 
student mentoring programs succeed in several ways. For example, 
orientation and training experiences can prepare volunteers to 
successfully become mentors and can help ensure that both youth and 
mentors understand what their roles entail. In addition, orientation 
and training experiences can help mentors understand what they can 
reasonably expect to accomplish. Moreover, given that mentors often 
have very different backgrounds from the youth they mentor, training 
can help mentors better understand the youth and more effectively work 
toward building relationships.

Third, while training can prepare mentors for potential challenges, 
successful programs also provide mentors with ongoing support, either 
from professional staff or through mentor support groups. Such ongoing 
support can help mentors continue to invest in their relationships with 
youth so these relationships can survive and thrive. By supervising and 
supporting mentor and youth matches, program staff can help ensure that 
pairs meet regularly over a substantial period of time; such regular 
interaction is critical to developing positive relationships between 
mentors and youth. Research suggests that programs in which 
professional staff provide regular support to volunteers are more 
likely to have mentor-youth matches that meet regularly. In addition, 
participants of such programs are more likely to report being satisfied 
with their mentoring relationships. In contrast, programs in which 
staff do not regularly contact mentors report more "failed matches"--
those that do not meet consistently and, thus, do not develop into 
relationships.

Successful Student Mentoring Programs Market Their Programs and Develop 
Strategies to Ensure Long-term Operation:

Successful mentoring programs market themselves and establish 
strategies to ensure long-term program viability, according to the 
literature. Marketing and sustainability strategies can take several 
forms. For example, programs may design resource development plans. 
Such plans may help programs diversify their fundraising by 
establishing how the programs will seek in-kind gifts, solicit funding 
from individuals and corporate donors, and apply for government 
funding. In addition, programs may try to garner private-sector support 
for mentoring by encouraging leaders in the private sector to make it 
easier for their employees to mentor youth. For example, program staff 
may encourage company leaders to allow employees to take time off from 
work to mentor youth.

Marketing and program sustainability also includes public relations 
efforts. For example, mentoring programs may develop partnerships and 
collaborations with other organizations that support similar efforts to 
improve youth outcomes. Public relations also include recognition of 
mentors by providing tangible tokens of appreciations such as plaques 
or letters to mentors' employers.

Successful Student Mentoring Programs Establish Processes to Measure 
and Disseminate Program Outcomes:

Successful mentoring programs develop plans to measure expected 
outcomes and systematically examine and disseminate evaluation 
findings. For example, successful mentoring programs develop plans to 
measure program outcomes, determine how to measure such outcomes 
appropriately, and use their planned evaluation designs to assess their 
successes and areas needing improvement. Successful mentoring programs 
also disseminate their evaluation findings to volunteers, participants, 
funders, and the media to garner further support for their programs. 
Moreover, having information on program outcomes enables these programs 
to refine program design and operations based on evaluation findings.

Mentoring Grantees Shared Many Characteristics and Had Some Elements of 
Successful Programs, but Ease of Implementation Differed among New and 
Established Grantees:

Most of the mentoring grantees Education funded were similar in many 
respects--most grantees had considerable experience operating 
mentoring programs, had similar goals for youth, and matched one mentor 
with one youth. Mentoring programs differed in the number and 
characteristics of youth served and the services offered them. In 
addition, all of the mentoring programs Education funded listed some 
key elements of successful programs in their applications. However, the 
well-established grantees we visited experienced fewer implementation 
challenges than did grantees new to mentoring.

Most Mentoring Grantees Shared Many Characteristics Such as 
Considerable Mentoring Experience and Similar Goals for Youth:

Our analyses of grant applications showed that most of the mentoring 
grantees Education funded were well-established, with considerable 
mentoring experience. Specifically, 81 percent of the grantees were 
well-established--with 5 years or more experience operating mentoring 
programs. For example, one grantee in Florida had mentored youth for 
over 40 years. Conversely, 19 percent (23) of the grantees Education 
funded were relatively new, with less than 5 years of experience. (See 
fig. 2.)

Figure 2: Percent of Mentoring Grantees by Years of Experience with 
Mentoring:

[See PDF for image]

[End of figure]

In addition, most of the grantees Education funded cited similar goals 
for youth, reflecting the criteria identified in the application 
guidance, according to our review of grant applications. Nearly all 
grantees had goals related to improving academic achievement of 
participating youth (96 percent) and reducing their involvement in 
harmful behaviors, such as drug use and violence (87 percent). These 
goals were consistent with those identified in NCBLA as goals of the 
mentoring program. (See table 2.)

Table 2: Percentage of Grantees Citing Various Goals:

Goals: Improved academic achievement; 
Percentage citing this goal: 96.

Goals: Discourage illegal use of drugs and alcohol; violence; the use 
of dangerous weapons; promiscuous behavior; and other criminal, 
harmful, or potentially harmful activities; 
Percentage citing this goal: 87.

Goals: Reduce incidence of school dropout; 
Percentage citing this goal: 50.

Goals: Improve interpersonal relationships between such children and 
their peers, teachers, other adults, and family members; 
Percentage citing this goal: 46.

Goals: Increase participation in and enhance the ability to benefit 
from post secondary education or training; 
Percentage citing this goal: 46.

Goals: Increase participation in community service activities; 
Percentage citing this goal: 39.

Goals: Improved school attendance/reduced truancy; 
Percentage citing this goal: 34. 

Source: GAO analysis of 121 Education-funded mentoring grant 
applications.

[End of table]

About three-quarters of all grantees paired each youth to his or her 
own mentor, while 3 percent of all grantees (3) mentored children 
exclusively in groups, with 3 or 4 youth meeting at one time with a 
mentor. (See fig. 3.) Around one-fifth of all grantees provided both 
individual and group mentoring.

Figure 3: Proportion of Grantees by Type of Mentoring:

[See PDF for image]

[End of figure]

About 70 percent of grantees listed in their grant applications that 
they asked prospective mentors to commit to spending at least 1 hour 
per week with their youth, and over 60 percent required a commitment of 
at least 1 school year. Other programs asked prospective mentors for a 
longer commitment. For example, a Nebraska grantee we visited asked 
prospective mentors to continue the mentoring relationships until the 
youth had graduated from high school. A few grantees asked mentors to 
commit less time than 1 hour a week. For example, one grantee we 
visited in Illinois asked mentors to meet with their youth for 1 hour a 
month. However, the mentors told us that they wanted to increase the 
frequency of the meetings.

Although there were many similarities among grantees, they did differ 
in some respects, such as the number of youth they planned to serve, 
how much funding was available to them, and which specific at-risk 
youth they planned to serve. The number of youth grantees planned to 
serve in total over the 3-year grant period ranged from 18 in Nebraska 
to a high of 3,200 youth in New Mexico, according to grantee 
applications. Grantee award amounts varied from about $39,000 to nearly 
$500,000, with the average grant amount about $140,000. Although all 
grantees served at-risk youth, some targeted a specific group of at-
risk youth. For example, one grantee in Virginia targeted children of 
Vietnamese refugees, another grantee in California targeted youth in 
foster care and residential group homes, and a New York grantee 
targeted court-involved youth.

Grantees also differed on the types of activities mentors and youth 
participated in. During our visits, we observed a range of activities, 
some focused on academics, such as tutoring or playing a game that 
promoted literacy or math skills--while other activities focused on 
building relationships. Such activities included playing chess, playing 
basketball, or just simply talking. In addition, some mentors told us 
that they engage youth in cultural activities, such as attending a 
concert. Mentors also reported participating in activities with their 
youths that supported the youths' communities, such as planting bulbs 
at a local retirement home or decorating a Christmas tree to be 
auctioned off at a local charity event. (See fig. 4.)

Figure 4: Types of Mentoring Activities at Selected Grantees:

[See PDF for image]

[End of figure]

Many of these mentoring activities were carried out inside of the 
school, such as in classrooms, the library, the gym, or in resource 
centers. Less frequently, mentors met with youth in their community 
settings, such as in a neighborhood church, community center, or public 
library.

All Grantees Had Some Elements of Successful Programs, though in 
General More Established Grantees Reported Fewer Implementation 
Challenges than Newer Grantees:

According to grantee applications, all grantees had some of the key 
elements of successful programs: initial plans for the program design 
and operations, including for example the number and characteristics of 
youth served; policies and procedures for program management such as 
mentor screening and training; and program evaluation activities that 
include an assessment of program outcomes. However, during our site 
visits, we found that established grantees already had fairly well-
defined programs, having generally completed most aspects of the first 
two elements--planning and program management. Thus, these more 
established grantees encountered fewer implementation challenges, such 
as problems recruiting mentors, than did newer grantees. However, these 
established grantees noted the challenges they had faced in starting up 
their programs initially and the benefits they derived from talking 
with other more experienced program staff to help them along.

Many of the established grantees we visited often required little 
additional planning for their mentoring grants. These grantees often 
used plans and strategies already in place, such as what youth to 
serve, the types of services to provide, and how to conduct mentor 
recruitment and training activities. For example, staff from a well-
established Florida grantee that we visited told us they used the 
Education grant to continue serving the same youth they had served 
through a mentoring program whose funding had expired. Staff from a 
California grantee told us they used the Education grant to expand 
their existing school-based mentoring program into additional schools.

In contrast, some of the newer grantees we visited did not have an 
existing base upon which to build their mentoring efforts, particularly 
those that were using grant funds to start a new program. As a 
necessary step toward implementing successful mentoring programs, these 
grantees had to take time during the initial part of their grant period 
to engage in planning activities. This planning involved determining 
key program design features, such as establishing program outcomes and 
resolving operational issues such as how to recruit mentors. Sometimes 
newer grantees had to revise their original plans when they experienced 
unexpected implementation difficulties. For example, a Delaware grantee 
new to mentoring had planned to provide one-to-one mentoring at local 
churches, but encountered difficulties transporting the children to the 
various locations. Subsequently, the grantee switched to a small-group 
mentoring approach where mentors met the children at school. Another 
new grantee that we visited in Nebraska had difficulty recruiting 
enough mentors and retaining enough youth for their mentoring effort. 
Moreover, during our visit to a new grantee in Idaho, we observed that 
some youth did not have mentors and were being randomly assigned to an 
available mentor on the spot for a group activity.[Footnote 10]

Our review of grantee applications showed that all grantees had some 
policies and procedures in place to manage their ongoing operations, 
such as policies pertaining to mentor recruitment, screening, and 
training, but during our site visits we found that established and new 
grantees differed in the extent to which they had been able to 
implement such policies and procedures. Established grantees we visited 
already had in-place many of the policies and procedures necessary to 
operate a mentoring program. For example, these grantees generally had 
long-standing agreements with organizations in their communities that 
helped them attract, screen, and retain mentors. In addition, 
established grantees had a structure that helped them to begin 
operations immediately after the grant award. For example, two well-
established grantees--one in Florida and the other in Ohio had either 
staff dedicated to recruiting or had advisory boards made up of 
community leaders to help them recruit and promote their efforts. In 
addition, more established grantees were able to retain their mentors 
by providing appreciation gifts and having mentor appreciation dinners 
and ceremonies. Some established grantees also gave mentors small gifts 
such as pins and note pads with the program logo on it. (See fig. 5.)

Figure 5: Examples of Ways Established Programs Showed Appreciation to 
Mentors:

[See PDF for image]

Note: Photo of mentor gifts and appreciation ceremony announcements 
provided by grantees.

[End of figure]

In contrast, as expected for organizations in the start-up phase of 
their programs, the newer grantees we visited generally did not have as 
well-developed policies and procedures, such as those related to mentor 
training, recruitment, and support, as the established grantees we 
visited. For example, a grantee we visited in Illinois had to borrow 
materials from other programs to develop its training manual. 
Furthermore, some of the newer grantees we visited had not completed 
making all of their matches or the mentors and youth had only met a few 
times.

Established grantees we visited were generally better positioned than 
newer grantees to market and sustain their mentoring efforts at the end 
of the Education grant. In particular, because many of the established 
grantees we visited had secured funding from multiple sources or were 
part of larger organizations, they were better positioned to sustain 
their mentoring efforts when the grants ended. For example, an 
established Florida grantee received funding from multiple sources, 
including its national affiliate, private foundations, and the United 
Way. In contrast, the Education mentoring grant was the only source of 
funding for a new grantee in Georgia. Some established grantees also 
developed a wide variety of materials to promote their program, 
including portable presentation packages, colorful, professionally 
printed brochures and pamphlets, magnets, and promotional videotapes. 
(See fig. 6.)

Figure 6: Examples of Promotional Materials Used by Mentoring Grantees:

[See PDF for image]

[End of figure]

Finally, established grantees often had more experience collecting 
youth and program outcomes, our site visits showed. For example, some 
of the established grantees that were affiliated with a national 
organization, such as Big Brothers Big Sisters of America, already had 
a set evaluation strategy, including standardized data collection forms 
and analysis tools. Although new grantees' overall evaluation plans 
were outlined in their grant applications, some of the newer grantees 
we visited did not have established data collection processes or 
evaluation plans. Thus, unlike some of the established grantees we 
visited, they had to develop such processes and plans.

Grantees Reported Benefits from Learning about Other Mentoring 
Implementation Strategies:

During our site visits, some of the established grantees reported on 
both the challenges of starting a new program and the benefits of 
learning about the strategies that other mentoring programs had used to 
address such challenges. These grantees reported that the start-up 
process required many different types of activities to establish a 
structure and operational framework. To facilitate their 
implementation, they found that discussions with staff from other 
established mentoring organizations helped them by providing 
information on program design, such as strategies for recruiting and 
supporting mentors and program evaluation. For example, staff from an 
established New York grantee we visited told us they contacted other 
mentoring organizations for advice on mentor screening, support, and 
recruitment. These established grantees noted the time and effort it 
took to get a program operational and that key to their successful 
efforts was assistance they received from other more experienced 
programs.

During our site visits, new grantees reported facing start-up 
difficulties, such as recruiting and retaining potential mentors. Some 
of the newer grantees reported seeking assistance from more experienced 
mentoring programs on establishing operational procedures. For example, 
staff from a new grantee we visited in Georgia noted they were better 
able to make a realistic estimate of the number of youth they could 
serve after consulting with an experienced mentoring program.

After the grantee awards were made, Education did not establish a 
formal process to facilitate information sharing among grantees, 
although the department acknowledged the importance of information 
sharing among grantees and is considering such an effort. Many of the 
grantees we visited acknowledged the need for information sharing on 
grantees' activities that could provide valuable lessons. Three of the 
established grantees we visited put processes in place to facilitate 
information sharing or presented information about their organization 
at conferences. For example, one grantee in Ohio that we visited 
developed a regional mentoring institute to share its mentoring 
experiences and expertise to assist interested school districts and 
nonprofits throughout a tristate area. To facilitate information 
sharing among grantees, Education is considering designating some of 
its fiscal year 2004 funding to develop a technical assistance center.

Education Used Multiple Methods to Monitor Program Implementation, but 
Monitoring May Not Be Sufficient to Identify Possible Fiscal and 
Programmatic Weaknesses:

Education officials within the OSDFS monitored grantees using multiple 
methods, including calling grantees regularly, examining annual 
performance reports, and reviewing grantee expenditure rates. However, 
officials did not review findings from grantees' single audit reports. 
Single audit reports provide information on weaknesses related to 
grantee financial management, internal control, and compliance issues.

Education Used Multiple Methods to Monitor Grantees, Including Review 
of Performance Reports and Expenditure Tracking:

OSDFS's monitoring process included: postaward performance calls to 
establish progress measures; semiannual calls to grantees to determine 
implementation progress and issues; reviews of annual grantee 
performance reports to assess implementation; monitoring of expenditure 
rates; and visits to a limited number of sites. Based upon grantees' 
annual performance reports and other data, OSDFS officials determined 
whether it would continue funding. With one exception, OSDFS determined 
that mentoring grantees were making adequate progress and warranted 
continued funding. Table 3 outlines elements of OSDFS's monitoring 
process, including the purpose of each monitoring tool and how OSDFS 
provides grantees with feedback after assessing their performance using 
that particular tool.

Table 3: Elements of OSDFS's Monitoring Process:

Monitoring tool: Postaward performance call; 
Purpose: Ensures mutual understanding of specific outcomes expected and 
establishes measures for assessing projects' implementation progress 
and results; 
Feedback to the grantee: Grantees receive a performance agreement that 
outlines the issues discussed during the call.

Monitoring tool: Semiannual performance call; 
Purpose: Ensures implementation is proceeding and allows the agency to 
provide technical assistance as needed; 
Feedback to the grantee: Grantees receive written summary of issues 
discussed, if necessary.

Monitoring tool: Annual performance report; 
Purpose: Ensures grantee is making progress towards meeting its goals 
and objectives and expenditures are reconciled with budget; 
Feedback to the grantee: Grantees receive written confirmation that 
report was received and feedback, if necessary.

Monitoring tool: Grant Accounts Payment System; 
Purpose: Monitor grantee expenditure rates; 
Feedback to the grantee: Grantees are contacted if grant drawdowns are 
excessive or funds are not expended within a reasonable time frame.

Monitoring tool: Site visit; 
Purpose: Examine selected number of grantee operations and activities; 
Feedback to the grantee: Grantees receive a report documenting site 
visit findings, recommendations, and required actions. 

Source: GAO's analysis of Education data.

[End of table]

First, OSDFS' staff made postaward performance telephone calls soon 
after awarding the mentoring grants to ensure understanding of 
established outcomes and to offer technical assistance. During these 
initial telephone contacts, OSDFS staff communicated the specific 
outcomes the agency expected grantees to achieve and answered grantees' 
questions. They also discussed measures to assess the grantee's 
implementation progress.

Second, OSDFS's monitoring process has involved semiannual telephone 
calls to grantees to ensure that grantees are on track and to provide 
technical assistance as needed. During these telephone calls, OSDFS 
monitoring staff asked a set of questions to determine the extent to 
which grantees are implementing their programs as planned. Agency 
officials also asked grantees questions to assess the extent to which 
grantees have hired staff and how much staff turnover they have 
encountered.

Third, OSDFS examined grantees' annual performance reports. Education 
requires grantees to provide information in these reports that helps 
the agency monitor grantees. Such information includes specific 
examples of grantee accomplishments as well as any objectives the 
grantee did not meet. For example, a Florida grantee provided 
information in the report on the extent to which youth were meeting the 
program's outcome goals, noted where desired outcomes had not been 
reached, and explained why. In addition, if grantees have not 
implemented scheduled activities, OSDFS asks that grantees explain why. 
OSDFS also asks grantees to describe any corrective actions they have 
taken or plan to take in response to previous problems OSDFS staff may 
have identified. Agency officials also used performance reports to 
ensure that grantees reconciled their expenditures with their budgets 
and described significant changes to their current or future budgets.

Fourth, OSDFS monitored expenditure rates on a continuous basis through 
the Grants Accounts Payments System, according to agency staff. Agency 
staff used such information to identify potential problems, such as if 
a grantee was not expending funds at an appropriate rate. For example, 
while monitoring expenditure rates, OSDFS found that one grantee had 
spent funds, even though it had not yet begun operations. That grantee 
later voluntarily relinquished its grant.

Fifth, as part of its monitoring process, OSDFS staff has visited a 
small number of grantees each year to observe how they are implementing 
their programs. However, because of the limited number of grantees 
OSDFS visited and the method by which grantees were selected, on-site 
monitoring is of limited value as a monitoring tool. For example, in 
fiscal year 2003, OSDFS officials visited three grantees. Two of them 
were selected because of their proximity to another grantee funded by 
Education under a different grant. The third program was chosen because 
it had ties to the program director of the grantee that voluntarily 
relinquished its grant. During an OSDFS visit with this grantee, agency 
staff also reviewed the grantee's budget to ensure that proposed costs 
were allowable. Staff also verified that the grantee was serving the 
target population described in its application. For all three visits, 
OSDFS prepared a brief description of the program and the status of 
program implementation.

The Office Responsible for Monitoring Mentoring Grantees Did Not Review 
Grantees' Single Audit Act Reports, Creating the Potential for It to 
Miss Fiscal and Programmatic Weaknesses:

Education officials in OSDFS who were directly responsible for 
monitoring the mentoring grants told us that they did not review 
grantees' single audit reports, even though the office's own monitoring 
guidance requires them to do so. Specifically, OSDFS monitoring 
guidance states that to decrease the likelihood of a grantee from being 
labeled as high risk, OSDFS should review annual performance reports, 
evaluation reports, and information from single audit reports, and 
other information readily available to them. Education officials told 
us that the Office of the Chief Financial Officer (CFO) within 
Education receives and reviews single audit reports. According to 
Education officials, this office did not forward information to the 
OSDFS officials responsible for monitoring mentoring grants because 
none of the information in the single audit reports pertained to the 
mentoring grants. Moreover, Education officials said that CFO does not 
receive single audit reports in instances where Education does not 
directly fund the program. For example, CFO would not receive a single 
audit report for state-administered programs, such as Title I.[Footnote 
11]

Using information readily and easily accessible through the online 
Single Audit Act database, we reviewed the mentoring grantees' single 
audit summary reports. In reviewing these summary audit reports, we did 
not expect to find information pertaining to grantees' handling of 
mentoring grants, as these were relatively new. Rather, we wanted to 
determine if there were issues in these same grantees' handling of 
other Education grant funds they received before or around the time 
Education awarded them mentoring grants. How well these grantees 
handled other funds they received from Education could suggest how well 
they would manage their mentoring grant funds. We found that 8 percent 
of the mentoring grantees had problems with respect to other Education 
grants they received that were substantial enough to be reported as 
audit findings.[Footnote 12] For example, we found that grantees' audit 
findings covered problems with cash management, procurement and 
reporting on Education programs. By using the online Single Audit Act 
database, we were also able to access information about subgrantees' 
handling of Education funds.

Education Considering Conducting National Study of Mentoring Programs 
to Augment the Evaluations It Has Required Grantees to Submit:

Education is currently considering whether or not it will undertake a 
study of its mentoring program. Although Education's plans for an 
evaluation are not defined, it has required grantees to provide an 
evaluation of their programs at the end of the 3-year grant period. 
Most grantees plan to do a descriptive evaluation by reporting 
information on youth outcomes, particularly those related to academic 
achievement, incidences of harmful behavior, attendance, and drop out 
rates. However, the grantees varied considerably with respect to how 
they plan to measure these outcomes. This limits the extent to which 
Education can use information from the grantees to provide a national 
perspective on grantee outcomes.

While Education Plans for Mentoring Study Are Not Defined, It Has 
Required Each Grantee to Provide an Evaluation:

Currently, Education does not have plans to conduct a descriptive study 
to report on mentoring program outcomes or an effectiveness study to 
establish any linkages between outcomes and youth participation in 
mentoring programs. Many researchers consider effectiveness studies to 
be the best method for isolating the program's effect on participants, 
from other factors, such as schooling, that could also influence 
participant outcomes. Such studies, which must be carefully planned and 
executed, are often multiyear, complex, and costly. Education officials 
said that although discussions are underway on whether the department 
will conduct a study evaluating the mentoring program, no final 
decision has been made.

Education has required that all grantees evaluate their programs at the 
end of their 3-year grants and to describe their evaluation plans in 
the grant applications. Our review of grantee evaluation plans showed 
that most grantees plan to compare outcomes of participating youth at 
the beginning of the programs to their outcomes at the end of the 3-
year grant period. In particular, grantees report plans to examine 
outcomes related to academic achievement, attendance, and criminal and 
harmful behaviors.

During our site visits, we found that established and new grantees' 
evaluation plans varied both in what they measured as well as 
measurement strategies. Newer grantees more often planned to measure 
program processes, such as the duration of the mentoring relationship, 
the number of students matched, or the number of mentors recruited. In 
contrast, established grantees more often had plans to report on 
student outcomes, such as academic achievement. Moreover, established 
grantees more often reported plans to use data, such as actual school 
grades and attendance records to measure outcomes. Newer grantees, 
however, more often reported plans to survey parents or teachers to 
gauge the extent to which outcomes improved. For example, an 
established grantee in New Mexico reported plans to use data from 
school records as well as surveys of mentors, youth, and teachers to 
assess whether attendance, homework completion, relationships with 
adults and peers, and attitudes toward school had improved. In 
addition, this program established targets for improvement, such as 
plans to decrease discipline referrals by 20 percent. In contrast, an 
Illinois grantee that recently began operating a mentoring program, 
planned mainly to report how well it complied with its process, rather 
than how well youth performed on outcome measures. This grantee planned 
to measure the extent to which its recruitment process generated 
participants each year and the number of children matched with mentors. 
Moreover, a new grantee operating in Delaware that we visited said it 
would report youth outcomes through self-reported information from 
teachers and youth. Such self-reported information may not be as 
accurate as that reflected in official school records. Moreover, while 
these individual grantee evaluations will provide some information 
about youth enrolled in mentoring, because of the different measures 
used, Education cannot combine results to provide an overall national 
picture.

Conclusions:

Over the past 3 years, the Congress has invested funds in a mentoring 
program aimed at helping children who face a significant risk of 
failing at school or becoming involved in illegal drugs, gangs, or 
alcohol have a better chance of succeeding. In funding the mentoring 
program in fiscal year 2004, the Congress significantly expanded the 
mentoring program, providing $50 million to support the last year of 
the existing grants as well as about 200 additional grantees. Given the 
recent program expansion, it will be especially important to address 
issues that arose during the first 2 years of the mentoring program, 
for example, challenges new grantees face in starting programs; limited 
use of monitoring tools, and the absence of a cohesive national picture 
of program outcomes.

New mentoring grantees are faced with making many decisions about 
program design and operation, whereas established grantees generally 
have policies and procedures in place that facilitate implementation. 
Established mentoring grantees have benefited from consultation with 
other programs and from lessons learned through years of experience; 
both helped them operate successful programs. Without a mechanism for 
new grantees to access program design and implementation information, 
they are more likely than established grantees to struggle with program 
start-up and operational issues, such as recruiting and training 
mentors.

Through its monitoring of grantees, Education has attempted to ensure 
that programs are managed well. However, Office of Safe and Drug Free 
Schools staff responsible for monitoring the mentoring grant have not 
used all of the means available to help it more effectively oversee 
programs. Findings from audit reports represent an additional 
monitoring tool that could provide useful information about a grantee's 
stability and fiscal capacity and that may influence ongoing funding 
decisions. By not using single audit reports, the office responsible 
for monitoring the mentoring grant may be lacking information that 
could help it effectively assess whether programmatic and fiscal 
problems could weaken a grantee's ability to successfully implement its 
mentoring program.

Finally, Education will have some information about outcomes of youth 
participating in mentoring because it has required grantees to provide 
evaluations of their efforts. However, because these evaluations 
measure different outcomes and use different methodologies, their 
results cannot be meaningfully combined to provide a cohesive picture 
of program outcomes nationally. Lacking such information, Education 
cannot gauge the extent to which the youth outcomes NCLBA sought to 
affect through the mentoring grants did indeed improve during the grant 
period. Furthermore, because Education does not have plans for an 
effectiveness study, it will not be positioned to determine whether 
participation in the mentoring program contributes to improved youth 
outcomes.

Recommendations for Executive Action:

We recommend that the Secretary of Education (1) explore ways to 
facilitate the sharing of successful practices and lessons learned to 
help new grantees more quickly and effectively implement their 
programs; (2) ensure that the Office of Safe and Drug Free Schools uses 
grantees' single audit reports as part of its monitoring process to 
take advantage of all monitoring tools that could improve the 
identification of fiscal and programmatic weaknesses; and (3) undertake 
a national study of mentoring program outcomes and in doing so, explore 
the feasibility of examining the effectiveness of the mentoring program 
in improving youth outcomes and consider collecting limited, uniform 
data on the next wave of mentoring grantees that could be used as the 
basis for such study.

Agency Comments:

We provided a draft of this report to the Department of Education for 
review and comment. Education's Executive Secretariat confirmed that 
department officials had reviewed the draft and had technical comments. 
In these comments, Education officials said that there is a mechanism 
within Education for reviewing and resolving single audit findings. 
Specifically, CFO within Education receives and reviews single audit 
reports on those entities for which the agency makes direct grants. 
Thus, according to Education, CFO would not receive audit reports for 
programs for which it does not make direct grants. We have adjusted the 
report to reflect Education's technical comments.

We are sending copies of this report to the Secretary of Education, 
relevant congressional committees, and other interested parties. Please 
contact me on (202) 512-7215 if you or your staffs have any questions 
about this report. In addition, the report will be made available at no 
charge on GAO's Web site at http://www.gao.gov. Other GAO contacts and 
staff acknowledgments are listed in appendix III.

Signed by: 

Marnie S. Shaul, Director: 
Education, Workforce, and Income Security Issues:

[End of section]

Appendix I: Selected Studies on the Elements of Successful Mentoring:

Mentor/National Mentoring Partnership, Elements of Effective Practice, 
2ND Edition, Alexandria, VA: 2003.

Michael Garringer, with Mark Fulop and Vikki Rennick, Foundations of 
Successful Youth Mentoring: A Guidebook for Program Development, March 
2003: Portland, OR. National Mentoring Center, Northwest Regional 
Laboratory and the Office of Juvenile and Delinquency Prevention.

Susan Jekielek, Kristin Moore, et al, Mentoring Programs and Youth 
Development: A Synthesis. Child Trends January 2002: Washington, D.C.

Jean Baldwin Grossman, editor. Contemporary Issues in Mentoring, June 
1999: Philadelphia, PA, Public/Private Ventures.

David DuBois, Bruce E. Holloway, et al, Effectiveness of Mentoring 
Programs for Youth: A Meta-Analytic Review (April, 2002, American 
Journal of Community Psychology. Vol. 30. No. 2, pp. 157 -197).

Cynthia L. Sipe, Mentoring: A Synthesis of P/PV Research: 1988-1995. 
Fall 1996, Philadelphia, PA. Public/Private Ventures.

Carla Herrera, C. Sipe, and et al, Mentoring School-Age Children: 
Relationship Development in Community-based and School Based Programs, 
April 2000: Philadelphia, PA, Public/Private Ventures (Prepared for the 
National Mentoring Partnership and funded by the U.S. Department of 
Education).

Tierney and Grossman, Making A Difference, An Impact Study of Big 
Brothers Big Sister, 1995, Philadelphia, PA.

[End of section]

Appendix II: Characteristics of Education Mentoring Grantees by State:

Name: Big Brothers Big Sisters of Greater Fairbanks; 
City: Fairbanks; 
State: Alaska; 
Amount: $191,540; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
1-2 hours a week for at least 1 school year; 
Type of activities[B]: Academic; Character development; Recreational; 
Targeted group(s)[C]: Youth in grades 1-8 experiencing troubled home 
environments and attending Title I schools; 
Types of mentors[D]: School-aged; Adults.

Name: Tuscaloosa County Board of Education; 
City: Tuscaloosa; 
State: Ala; 
Amount: $182,485; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 6 
hours a week and groups meeting 3 hours a week for at least 4 months; 
Type of activities[B]: Academic; Character development; 
Targeted group(s)[C]: Youth in grades 4-9; 
Types of mentors[D]: College students; Adults.

Name: Centers for Youth and Families; 
City: Little Rock; 
State: Ark; 
Amount: $96,859; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs and groups meeting at 
school for at least 1 year[E]; 
Type of activities[B]: Academic; Character development; Recreational; 
Targeted group(s)[C]: Youth in grades 4-12; 
Types of mentors[D]: Adults.

Name: Yavapai Big Brothers Big Sisters; 
City: Prescott; 
State: Ariz; 
Amount: $145,477; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
and in the community; community-based pairs meet 3-5 hours, 2-4 times a 
month; 
school-based pairs meet 1 hour a week.[F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Targeted group(s)[C]: Youth in grades 4-12 from Spanish-speaking 
families; 
Types of mentors[D]: School-aged; Adults.

Name: Family Connections El Dorado, Inc; 
City: Placerville; 
State: Calif; 
Amount: $164,341; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 1 
week for at least 6 months; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8 who are Hispanic; 
Types of mentors[D]: School-aged; Adults.

Name: GLIDE Foundation; 
City: San Francisco; 
State: Calif; 
Amount: $149,885; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting in the 
community for at least 11 months.[E]; 
Type of activities[B]: Academic; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-12 from immigrant and refugee 
families, youth with disabilities, or youth in foster care; 
Types of mentors[D]: Adults.

Name: YMCA of San Francisco: Urban Services YMCA; 
City: San Francisco; 
State: Calif; 
Amount: $182,250; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school.
[E,F]; 
Type of activities[B]: Recreational; 
Targeted group(s)[C]: Youth living in housing projects, many whose 
families recently immigrated families from South America or youth from 
families with drug or alcohol addictions or violence; 
Types of mentors[D]: Adults.

Name: Home Start, Inc; 
City: San Diego; 
State: Calif; 
Amount: $168,530; 
Experience level[A]: Established; 
Type and frequency of mentoring: Groups meeting in the community for 
at least 6 months.[E]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Girls in grades 4-8 who are involved in the 
juvenile justice system; 
Types of mentors[D]: College students.

Name: Oakland Asian Students Educational Services; 
City: Oakland; 
State: Calif; 
Amount: $171,185; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
3-6 hours a week.[F]; 
Type of activities[B]: Academic Character development Recreational 
Enrichment; 
Targeted group(s)[C]: Youth in grades 3-12 who are Asian and Pacific 
Islander immigrants with limited English proficiency; 
Types of mentors[D]: College students; Adults.

Name: Norwalk-La Mirada Unified School District; 
City: Norwalk; 
State: Calif; 
Amount: $191,540; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs and groups meeting 
at school for at least 1 hour a week, for at least 1 year; 
Type of activities[B]: Academic; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-9 who are deaf or hard of 
hearing, in foster care, English language learners, or have mental 
health problems; 
Types of mentors[D]: School-aged; Adults.

Name: Big Brothers Big Sisters of Nevada County; 
City: Grass Valley; 
State: Calif; 
Amount: $117,448; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs, meeting weekly at 
school for at least 1 year.[E]; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 3-8; 
Types of mentors[D]: School-aged; Adults.

Name: Los Angeles Unified School District; 
City: Gardena; 
State: Calif; 
Amount: $184,986; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting 2 hours a 
week at school and in the community for at least 1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8 who are non- English 
speaking; 
Types of mentors[D]: Adults.

Name: Comprehensive Youth Services; 
City: Fresno; 
State: Calif; 
Amount: $187,562; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school.
[E,F]; 
Type of activities[B]: Character development; 
Targeted group(s)[C]: Youth in grades 4-12 who are involved in 
criminal or delinquent activities, many of whom are Mexican or non-
English speaking immigrants; 
Types of mentors[D]: School-aged; Adults.

Name: Students in Business, Inc; 
City: Freemont; 
State: Calif; 
Amount: $95,749; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs and groups meeting in 
the community 4-6 hours a month for at least a year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-12 who are highly at-risk, are 
in foster care, reside in a group home, or have emotional and 
behavioral problems due to past abuse; 
Types of mentors[D]: Adults.

Name: Big Brothers Big Sisters of Mendocino County; 
City: Fort Bragg; 
State: Calif; 
Amount: $178,358; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 1-2 
hours twice a week and one-to-one pairs meeting in the community 4-6 
hours a week for at least a year; 
Type of activities[B]: Academic; Recreational; Enrichment; 
Targeted group(s)[C]: Youth who are Spanish speaking, girls, disabled, 
or Native American; 
Types of mentors[D]: School-aged; Adults.

Name: Berkeley Youth Alternatives; 
City: Berkeley; 
State: Calif; 
Amount: $122,888; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
and in the community 4 hours a week for at least a school year; 
Type of activities[B]: Academic; Recreational; Enrichment; 
Targeted group(s)[C]: Primarily African-American youth; 
Types of mentors[D]: College students; Adults.

Name: Boys & Girls Club of Santa Clara; 
City: Santa Paula; 
State: Calif; 
Amount: $90,598; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs with adult mentors 
making weekly contact and meeting at least twice a month and one-to-one 
pairs with a high school mentor meeting biweekly.[E,F,G]; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-12 who are most affected by 
violence; 
Types of mentors[D]: School-aged; Adults.

Name: San Diego Youth & Community Services, Inc; 
City: San Diego; 
State: Calif; 
Amount: $149,018; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting in the 
community for 2 hours a week for at least 1 school year; 
Type of activities[B]: Academic; Recreational; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-12, many with limited English 
proficiency, including Hispanic, Asian, and refugee populations; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Redwood Community Action Agency; 
City: Eureka; 
State: Calif; 
Amount: $180,466; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting in the 
community for 6 hours a month for at least 1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8, middle and high school 
students in alternative programs such as court and community schools, 
and homeless and runaway youth; 
Types of mentors[D]: School-aged Adults.

Name: San Dieguito for Drug Free Youth; 
City: Del Mar; 
State: Calif; 
Amount: $183,633; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
1 hour a week for at least 8 weeks (1 school semester); 
Type of activities[B]: Academic; Recreational; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8 who are Hispanic, lack adult 
role models, are socioeconomically disadvantaged, or have significant 
physical or emotional disabilities; 
Types of mentors[D]: School-aged.

Name: Fresno Unified School District; 
City: Fresno; 
State: Calif; 
Amount: $187,506; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school. 
[E,F]; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-12 whose families are homeless, 
who live in poverty (subsidized housing), who have behavior problems, 
or who are victims of child abuse or domestic violence; 
Types of mentors[D]: College students; Adults.

Name: School District #1 City and County of Denver; 
City: Denver; 
State: Colo; 
Amount: $91,847; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
and in the community for 2 hours a week for at least 1 year; 
Type of activities[B]: Academic; Recreational; Enrichment; 
Targeted group(s)[C]: At-risk 6 grade students who are Latino 
immigrants, first generation, and are involved with human services or 
juvenile justice; 
Types of mentors[D]: Adults.

Name: Catholic Charities & Community Services; 
City: Denver; 
State: Colo; 
Amount: $133,725; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
1 hour a week for at least 1 school year; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 5-6 who are Latino or bilingual; 
Types of mentors[D]: Adults.

Name: Colorado Christian Home; 
City: Denver; 
State: Colo; 
Amount: $140,231; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting for at least 
2 hours a week for at least 1 year.[G]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8, including a considerable 
population of Hmong and Laotian children; 
Types of mentors[D]: College students; Adults.

Name: Community Solutions, Inc; 
City: Hartford; 
State: Conn; 
Amount: $139,766; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school.
[E,F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Court-involved youth making the transition from 
juvenile justice program back to public schools; 
Types of mentors[D]: Adults.

Name: Hannah Johnson CDC; 
City: Washington; 
State: D.C; 
Amount: $182,538; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs and groups meeting in 
the community 4 contacts a month for at least 1.5 hours, with at least 
one in person visit lasting at least 1 hour, for at least 1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 6-8 who attend SouthEast Academy 
of Scholastic Excellence and live in the Capitol Hill District; 
Types of mentors[D]: College students; Adults.

Name: Linking Communities for Educational Success, Inc; 
City: Washington; 
State: D.C; 
Amount: $106,090; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs meeting at school 6 
hours a month plus weekly phone contact.[F]; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 6-9 most of whom are African 
American; 
Types of mentors[D]: College students; Adults.

Name: Greater Washington Urban League; 
City: Washington; 
State: D.C; 
Amount: $173,520; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs.[E,F,G]; 
Type of activities[B]: Academic; Enrichment; 
Targeted group(s)[C]: Girls in elementary, middle, or high school who 
are African American or other minorities; 
Types of mentors[D]: Adults.

Name: College Bound, Inc; 
City: Washington; 
State: D.C; 
Amount: $178,565; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting in the 
community for 2 hours a week for at least 9 months; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 8-12 from public & charter 
schools with average academic records; 
Types of mentors[D]: Adults.

Name: Professional Counseling Resources, Inc; 
City: Wilmington; 
State: Del; 
Amount: $210,695; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs and groups meeting at 
school and in the community at least twice a month.[E,F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Targeted group(s)[C]: Youth in grades 4-8; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Jefferson County Bd of Education & Communities In Schools of 
Jefferson Co; 
City: Monticello; 
State: Fla; 
Amount: $121,927; 
Experience level[A]: Established; 
Type and frequency of mentoring: One- to-one pairs meeting at school 
for 1 hour a week, for at least 1 school year; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8 who have a history of 
involvement with juvenile justice system; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Human Services Associates, Inc; 
City: Orlando; 
State: Fla; 
Amount: $138,415; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at a juvenile 
assessment center for at least 1 year.[E]; 
Type of activities[B]: Academic; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8 who have significant learning 
or emotional problems, are in an alternate school environment, or have 
extreme school phobias or related disorders; 
Types of mentors[D]: College students; Adults.

Name: Public Education Foundation of Marion County, Inc; 
City: Ocala; 
State: Fla; 
Amount: $65,645; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
and in the community 30-45 minutes a week for mentoring and twice a 
week for tutoring.[F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8; 
Types of mentors[D]: School-aged; Adults.

Name: Little Haiti Housing Association, Inc; 
City: Miami; 
State: Fla; 
Amount: $185,985; 
Experience level[A]: Established; 
Type and frequency of mentoring: This is a "drop-in" program where 
youth may work with several mentors during the week on different 
technology projects. Mentors commit to 2.5 hours a week for 6 months.
[E,F]; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Girls and Haitian, Central American, and Puerto 
Rican youth; 
Types of mentors[D]: College students; Adults.

Name: Urban League of Broward County, Inc; 
City: Ft. Lauderdale; 
State: Fla; 
Amount: $94,828; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 4 
hours a week and groups meeting once a week for at least 1 year; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 6-8 who are African American and 
reside in the 33311 zip code area; 
Types of mentors[D]: Adults.

Name: School Board of Pinellas County; 
City: Largo; 
State: Fla; 
Amount: $168,952; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
and in the community for a half hour to an hour once week.[F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8; 
Types of mentors[D]: Adults.

Name: Big Brothers Big Sisters of Greater Miami; 
City: Miami; 
State: Fla; 
Amount: $189,625; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school at 
least 1 hour once a week for at least 1 school year; 
Type of activities[B]: Academic; Character development; Recreational; 
Targeted group(s)[C]: Youth in grades K-5 who are at risk of not 
reaching graduation; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Greene County School District; 
City: Greensboro; 
State: Ga; 
Amount: $191,150; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs and groups.[E,F,G]; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-12 with performance, behavior, 
and attendance problems; 
Types of mentors[D]: College students; Adults.

Name: Georgia Community Services Program, Inc; 
City: Morrow; 
State: Ga; 
Amount: $150,893; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
and in the community for at least 4 hours a month.[F]; 
Type of activities[B]: Academic; Recreational; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-12; 
Types of mentors[D]: Adults.

Name: The Fledglings, Inc; 
City: Stone Mountain; 
State: Ga; 
Amount: $76,902; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 1 
hour a week.[F]; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 3-5 who consistently exhibit 
unruly behavior and/or are at risk of academic failure, have special 
needs, including but not limited to behavioral disorders, or are 
minority Caucasian and Asian students; 
Types of mentors[D]: Adults.

Name: The Boys & Girls Clubs of Augusta, Inc; 
City: Augusta; 
State: Ga; 
Amount: $150,832; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting once a week 
and groups meeting twice a month in the community for at least 1 year.
[E]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8; 
Types of mentors[D]: College students; Adults.

Name: Chamblee-Doraville Ministry Center, Inc; 
City: Doraville; 
State: Ga; 
Amount: $104,367; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting in the 
community for 2 hours a week for at least 1 year; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8 whose parents are not at 
home immediately after school to assist with home work or for whom 
English is not their first language; 
Types of mentors[D]: College students; Adults.

Name: Ho'oulu Lahui; 
City: Pahoa; 
State: Hawaii; 
Amount: $173,392; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
for 3 hours a month.[F]; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 6-8 who are Hawaiian; 
Types of mentors[D]: School- aged; College students; Adults.

Name: Youth and Shelter, Inc; 
City: Ames; 
State: Iowa; 
Amount: $180,699; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
for at least 1 year.[E]; 
Type of activities[B]: Academic; Enrichment; 
Targeted group(s)[C]: Youth 6-14 years old in Story and Boone 
Counties; 
Types of mentors[D]: Adults.

Name: Independence Community School District; 
City: Independence; 
State: Iowa; 
Amount: $138,238; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs and groups meeting 
at school 30 minutes once a week.[F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades K-12; 
Types of mentors[D]: School-aged; Adults.

Name: Dickenson County Kinship, Inc; 
City: Spirit Lake; 
State: Iowa; 
Amount: $76,546; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting in the 
community for 1-5 hours a week for at least 1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-12 who have learning 
disabilities or behavioral issues, a parent in prison, a parent with 
an addiction, or who have been in foster care; 
Types of mentors[D]: Adults.

Name: West Iowa Community Mental Health Center; 
City: Denison; 
State: Iowa; 
Amount: $113,651; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs and groups meeting 
at school and in the community for at least two contacts.[E,F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 6-12 who are Hispanic; 
Types of mentors[D]: School-aged; Adults.

Name: Blackfoot School District; 
City: Blackfoot; 
State: Idaho; 
Amount: $150,957; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs meeting at school.
[E,F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4 and 8-12 who are Native 
Americans or Hispanic migrants; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Big Brothers Big Sisters of SW Idaho; 
City: Boise; 
State: Idaho; 
Amount: $137,086; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting in school 
for at least 1 hour a week.[F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8 who teachers believe are 
most likely to dropout, especially girls; 
Types of mentors[D]: School-aged.

Name: Board of Trustees - University of Illinois; 
City: Champaign; 
State: Ill; 
Amount: $115,750; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs and groups meeting 
at school and in the community for at least 3 years.[E]; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8; 
Types of mentors[D]: College students; Adults.

Name: Communities in Schools in Sangamon County; 
City: Springfield; 
State: Ill; 
Amount: $153,874; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
for at least 4 hours a month for at least 1 year; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8 who are involved in criminal 
or delinquent activities; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Big Brothers Big Sisters Sangamon County; 
City: Springfield; 
State: Ill; 
Amount: $94,498; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
4-8 hours a month of mentoring, 12 hours a month of tutoring, 4-8 
hours a month of character development, and 30 hours a year of case 
management services for at least 1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth between the ages of 5 and 14; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Sinai Community Institute; 
City: Chicago; 
State: Ill; 
Amount: $92,837; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
and in the community for 1-2 hours a week for at least 1 year; 
Type of activities[B]: Academic; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8 who are African American; 
Types of mentors[D]: Adults.

Name: Big Brothers Big Sisters of Vermillion County; 
City: Danville; 
State: Ill; 
Amount: $82,855; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
1 hour a week for at least 1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-5. In one elementary school, 
emphasis on serving youth from single-parent households; 
Types of mentors[D]: Adults.

Name: Middle Way House, Inc; 
City: Bloomington; 
State: Ind; 
Amount: $47,145; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting in the 
community for 3 hours a week for at least 1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth who live in domestic violence emergency 
shelters and transitional housing; 
Types of mentors[D]: College students; Adults.

Name: Kansas Big Brothers Big Sisters, Inc; 
City: Wichita; 
State: Kans; 
Amount: $185,959; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school and 
in the community.[E,F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Big Brothers Big Sisters of South Central KY; 
City: Bowling Green; 
State: Ky; 
Amount: $94,263; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
for at least 1-2 hours a week for at least 1 year; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades K-8; 
Types of mentors[D]: School-aged; Adults.

Name: Old South Baton Rouge Community Revitalization Corporation; 
City: Baton Rouge; 
State: La; 
Amount: $111,078; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs and groups meeting 
at school and in the community for at least a year. Tutor Buddies meet 
for 1 hour a week. Big Buddies meet for 5-6 hours a month. Enrichment 
Buddies meet for 1 hour a week; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades K-8; 
Types of mentors[D]: College students; Adults.

Name: AFC Mentoring; 
City: Boston; 
State: Mass; 
Amount: $85,981; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs and groups meeting 
for at least 1 year.[E,G]; 
Type of activities[B]: Academic; Enrichment; 
Targeted group(s)[C]: Youth in grades 2-8 who are adopted and out-of-
home youth; 
Types of mentors[D]: College students; Adults.

Name: Big Brothers Big Sisters of Middlesex; 
City: Framingham; 
State: Mass; 
Amount: $126,000; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
2.5 hours a week for at least 36 weeks; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 3-5; 
Types of mentors[D]: School-aged.

Name: Hispanic Office of Planning and Evaluation; 
City: Boston; 
State: Mass; 
Amount: $143,666; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs and groups meeting 
at school and in the community.[E,F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grade 9-12 who are Hispanic and who are 
talented and gifted; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Citizen Schools; 
City: Boston; 
State: Mass; 
Amount: $151,696; 
Experience level[A]: Established; 
Type and frequency of mentoring: One- to-one pairs meeting at law firms 
for 2 hours every other week for at least 1 year; 
Type of activities[B]: Academic; Enrichment; 
Targeted group(s)[C]: Youth in 8th grade who are Haitian, African-
American, Caribbean, or West Indian; 
Types of mentors[D]: Adults.

Name: Family Learning Solutions, Inc; 
City: Silver Spring; 
State: Md; 
Amount: $160,894; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs and groups meeting in 
the community for 2 hours twice a week for at least 1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-12 who are African-American or 
Hispanic, are immigrants, low-income, or have mental health or behavior 
problems; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Downeast Health Services; 
City: Ellsworth; 
State: Maine; 
Amount: $150,510; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
1 hour a week for at least 1 school year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Native American youth in 2 schools; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Newaygo County Community Services; 
City: Freemont; 
State: Mich; 
Amount: $81,731; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school and 
in the community for 4 hours every 2 weeks.[F]; 
Type of activities[B]: Academic; Character development; 
Targeted group(s)[C]: Youth in grades K-8; 
Types of mentors[D]: School-aged; Adults.

Name: Success Through Adults Reaching Students; 
City: Alden; 
State: Minn; 
Amount: $39,232; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
1 hour a week for at least 1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8, primarily boys; 
Types of mentors[D]: Adults.

Name: Bolder Options, Inc; 
City: Minneapolis; 
State: Minn; 
Amount: $162,407; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting in the 
community for 3 hours a week for at least 1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-9 who are frequently truant; 
Types of mentors[D]: College students; Adults.

Name: The Institute for New Americans; 
City: Minneapolis; 
State: Minn; 
Amount: $90,925; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs and groups meeting 
at school for 1-3 hours a week for at least 1 year; 
Type of activities[B]: Academic; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-12 who are refugees or are 
immigrants from Somalia, Mexico, Ethiopia, West Africa, and Latin and 
Central America; 
Types of mentors[D]: Adults.

Name: CommonBond Communities; 
City: St. Paul; 
State: Minn; 
Amount: $111,525; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting in the 
community for 1 hour a week for at least 1 school year; 
Type of activities[B]: Academic; Recreational; Enrichment; 
Targeted group(s)[C]: Immigrant youth of Hmong, Vietnamese, Cambodian, 
Northeast African, and East African (Somali) descent; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Lamar Community Betterment; 
City: Lamar; 
State: Mo; 
Amount: $156,799; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs and groups meeting 
for 1 hour a week for at least 1 year.[G]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth who are Hispanic immigrants, in out-of-
home placements or children of a teenage, incarcerated or court-
involved parent; 
Types of mentors[D]: College students; Adults.

Name: Big Brothers Big Sisters of Eastern Missouri; 
City: St. Louis; 
State: Mo; 
Amount: $191,540; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 2-4 
times a month for at least 1 year.[E]; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8; 
Types of mentors[D]: College students; Adults.

Name: Youth Opportunities Unlimited; 
City: Marks; 
State: Miss; 
Amount: $157,065; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs meeting at school and 
in the community for 4 times a week.[E,F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-12; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Prevent Child Abuse, Inc; 
City: Bozeman; 
State: Mont; 
Amount: $133,476; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
1 hour a week.[F]; 
Type of activities[B]: Academic; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-12 who are learning disabled, 
are emotionally disturbed, have health problems, or receive inadequate 
support services; 
Types of mentors[D]: College students; Adults.

Name: Volunteers for Youth, Inc; 
City: Carrboro; 
State: N.C; 
Amount: $95,859; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
4 hours a week for at least 1 year; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8 who are people of color or 
are Hispanic; 
Types of mentors[D]: College students; Adults.

Name: YMCA of Greater Winston-Salem; 
City: Winston-Salem; 
State: N.C; 
Amount: $140,712; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
and in the community twice a week for a total of 3 hours a week for at 
least 1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8 who are Hispanic and attend 
English as a Second Language schools; 
Types of mentors[D]: College students; Adults.

Name: Columbus County Services Management, Inc; 
City: Whiteville; 
State: N.C; 
Amount: $159,439; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
and in the community for 2 hours a week or 8 hours a month for at least 
1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth are minority females, mostly African 
American or Hispanic; 
Types of mentors[D]: Adults.

Name: ReEntry, Inc; 
City: Raleigh; 
State: N.C; 
Amount: $91,461; 
Experience level[A]: Established; 
Type and frequency of mentoring: One- to-one pairs meeting in the 
community for 3 hours a week for at least 1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Girls who are involved with the juvenile court, 
have multiple school suspensions, have experienced school failure, 
child abuse, poverty, and parental substance abuse, or have mental 
health problems; 
Types of mentors[D]: Adults.

Name: Mental Health Association in North Dakota; 
City: Bismark; 
State: N. Dak; 
Amount: $181,963; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
and in the community for at least 2 years.[E]; 
Type of activities[B]: Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 3-12 who are Native American 
from rural or reservation settings; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Western Wellness Foundation, Inc; 
City: Dickinson; 
State: N. Dak; 
Amount: $97,169; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
1 hour a week for at least 1 school year; 
Type of activities[B]: Academic; Recreational; Enrichment; 
Targeted group(s)[C]: Youth in grades 1-12 with emotional, social, 
mental, learning, or physical disabilities or those with juvenile 
offenses; 
Types of mentors[D]: College students; Adults.

Name: Crete Public Schools; 
City: Crete; 
State: Nebr; 
Amount: $71,753; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
at least 1 year.[E]; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Hispanic youth in grades 4-12; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Big Brothers Big Sisters of Greater Nashua, Inc; 
City: Nashua; 
State: N.H; 
Amount: $194,499; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
and in the community for 1 hour a week.[F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-12. One grantee program serves 
a residential facility for juvenile offenders and another serves a 
school for disabled children; 
Types of mentors[D]: College students; Adults.

Name: Community Empowerment Organization, Inc; 
City: Jersey City; 
State: N.J; 
Amount: $182,250; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
and in the community with primary mentors 3 hours twice a week and 
twice a week phone calls, and with secondary mentors 4 hours on 
weekends, 4 times a month, for at least 1 year; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-12 from schools with high 
minority populations; 
Types of mentors[D]: College students; Adults.

Name: San Juan County Partnership; 
City: Farmington; 
State: N. Mex; 
Amount: $482,393; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting in the 
community for at least 1 hour a week for at least 1 school year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Mostly Hispanic and recent Mexican immigrant 
youth in grades 4-8; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Churchill Community Coalition; 
City: Fallon; 
State: Nev; 
Amount: $54,732; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting for 2 hours a 
week for at least 1 year.[G]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth involved with the juvenile justice system; 
Types of mentors[D]: College students; Adults.

Name: Research Center on Children & Youth of SUNY; 
City: Amherst; 
State: N.Y; 
Amount: $145,229; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs and groups meeting at 
school for 1 hour a week, for at least 1 school year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 5-8; 
Types of mentors[D]: College students; Adults.

Name: Phoenix Programs of New York; 
City: Brooklyn; 
State: N.Y; 
Amount: $186,208; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
2 hours a week for at least 1 year; 
Type of activities[B]: Academic; Character development; 
Targeted group(s)[C]: Youth in the Bronx who are bilingual and 
multicultural; 
Types of mentors[D]: Adults.

Name: Big Brothers Big Sisters of Ulster County; 
City: Kingston; 
State: N.Y; 
Amount: $138,049; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
at least 1 year.[E]; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 3-5; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Family and Children's Association; 
City: Mineola; 
State: N.Y; 
Amount: $182,648; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting in the 
community.[E,F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8 who are in foster care, 
group homes, residential mental health programs, or are "at-risk" of 
removal from their home due to child abuse or neglect; 
Types of mentors[D]: Adults.

Name: Urban Youth Alliance International, Inc; 
City: Bronx; 
State: N.Y; 
Amount: $98,944; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs and groups meeting in 
the community for 2-4 hours a week, for at least 1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Court-involved youth from the Bronx; 
Types of mentors[D]: College students; Adults.

Name: Children's Village, Inc; 
City: Dobbs Ferry; 
State: N.Y; 
Amount: $168,742; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
at least 2 hours a month and meeting in the community for at least 10 
hours a month, for at least 1 year; 
Type of activities[B]: Academic; Recreational; Enrichment; 
Targeted group(s)[C]: Boys in grades 4-8, who are in a residential 
treatment center and require special education, are in foster care, or 
have serious mental health problems; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Cayuga/Seneca Community Action Agency, Inc; 
City: Auburn; 
State: N.Y; 
Amount: $52,857; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting once a month
with weekly phone contact and groups meeting 3 times a week for at 
least 1 year.[E,G]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Boys; 
Types of mentors[D]: School-aged; Adults.

Name: Soujourners Care Network; 
City: McArthur; 
State: Ohio; 
Amount: $180,924; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
a half hour and 1 hour a month, for at least 1 year; 
Type of activities[B]: Academic; Enrichment; 
Targeted group(s)[C]: Youth in grades 2-12; 
Types of mentors[D]: School-aged; Adults.

Name: The Prevention Council of Central Ohio; 
City: Columbus; 
State: Ohio; 
Amount: $119,693; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
1 hour a week and groups meeting in the community twice a month plus 2 
other contacts, for at least 1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8 who live in a home 
environment with alcoholism and/ or drug addiction; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Cincinnati Youth Collaborative; 
City: Cincinnati; 
State: Ohio; 
Amount: $193,695; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school and 
in the community for at least 1 year.[E]; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8 who are first and second 
generation Urban Appalachians, or are deaf and have special needs; 
Types of mentors[D]: Adults.

Name: Youth Opportunities Unlimited, Inc; 
City: Cleveland; 
State: Ohio; 
Amount: $152,632; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs and groups meeting 
at school and in the community for 1 hour a week, for at least 1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-6; 
Types of mentors[D]: Adults.

Name: Tulsa County Independent School District 1; 
City: Tulsa; 
State: Okla; 
Amount: $136,602; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
1 hour a week for at least 1 school year; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Very high- risk youth in grades 4-8, including 
those from alternative schools; 
Types of mentors[D]: Adults.

Name: Medford School District #549-C; 
City: Medford; 
State: Ore; 
Amount: $181,719; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school and 
in the community for 4 hours a week for at least 1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth are Hispanic, Native American, or African 
American; 
Types of mentors[D]: College students.

Name: Connect, Inc; 
City: Washington; 
State: Pa; 
Amount: $108,332; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs meeting at school and 
in the community for at least 4 hours a week.[F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 3-8; 
Types of mentors[D]: School-aged; College students; Adults.

Name: French Creek Christian Center; 
City: Franklin; 
State: Pa; 
Amount: $131,205; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs and groups meeting in 
the community for 1 hour a week for at least 1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8 who are high-risk, 
nonadjudicated, are adjudicated juvenile delinquents, or are 
adjudicated court-dependent; 
Types of mentors[D]: School-aged; College students; Adults.

Name: YWCA of Greater Pittsburgh; 
City: Pittsburgh; 
State: Pa; 
Amount: $102,501; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
once a month and groups meeting in the community bimonthly for at least 
1 year.[E]; 
Type of activities[B]: Enrichment; 
Targeted group(s)[C]: Girls in grades 6-8; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Mt. Ararat Community Activity Center; 
City: Pittsburgh; 
State: Pa; 
Amount: $181,963; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs and groups of three 
mentors/ youth meeting in the community 2 days a week.[E,F]; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Boys in 6th grade; 
Types of mentors[D]: Adults.

Name: Concerned Black Men, Inc. of Philadelphia; 
City: Philadelphia; 
State: Pa; 
Amount: $177,274; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs and groups meeting at 
school and in the community for 2 hours a week for at least 1 school 
year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Minority youth (mostly boys) in grades 6-9 who 
are at risk of juvenile delinquency; 
Types of mentors[D]: Adults.

Name: Centre County Youth Service Bureau; 
City: State College; 
State: Pa; 
Amount: $78,677; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting for 1-2 
hours a week for at least 1 year.[G]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth are grade 4-8; 
Types of mentors[D]: College students; Adults.

Name: Rhode Islanders Sponsoring Education; 
City: Providence; 
State: R.I; 
Amount: $96,726; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting for 6 hours a 
month for at least 1 school year.[G]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth are grades 2-12 with parents having a 
history of incarceration, addiction, or involvement with child welfare 
agencies; 
Types of mentors[D]: College students; Adults.

Name: Anderson School District Five; 
City: Anderson; 
State: S.C; 
Amount: $140,303; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
for at least 1 hour a week for at least 1 school year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades K-12. Also focus on 9th grade at-
risk and English as a Second Language students; 
Types of mentors[D]: College students; Adults.

Name: Big Brothers Big Sisters of the Black Hills; 
City: Rapid City; 
State: S. Dak; 
Amount: $97,478; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
for 
1 hour a week for at least 1 school year; 
Type of activities[B]: Academic; Recreational; Enrichment; 
Targeted group(s)[C]: Youth in grades 1-12; 
Types of mentors[D]: College students; Adults.

Name: Families of Incarcerated Individuals, Inc; 
City: Memphis; 
State: Tenn; 
Amount: $180,214; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting for 2 hours
a week.[F,G]; 
Type of activities[B]: Academic; Recreational; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8, many of whom are at-risk 
African American youth with an incarcerated family member or with 
involvment in the juvenile justice system; 
Types of mentors[D]: Adults.

Name: I Have a Dream - Houston; 
City: Houston; 
State: Tex; 
Amount: $123,923; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting for at least 
1 hour a week and groups meeting monthly at school.[F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 3-12 who are Hispanic or African-
American; 
Types of mentors[D]: College students; Adults.

Name: Families Under Urban and Social Attack, Inc; 
City: Houston; 
State: Tex; 
Amount: $191,540; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting in the 
community for 4 hours a week.[F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8; 
Types of mentors[D]: Adults.

Name: Fort Worth Independent School District; 
City: Fort Worth; 
State: Tex; 
Amount: $183,437; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs and groups meeting 
at school once a week.[E,F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8; 
Types of mentors[D]: College students; Adults.

Name: Big Brothers Big Sisters of Arlington; 
City: Arlington; 
State: Tex; 
Amount: $121,501; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
1 hour a week for at least 1 school year; 
Type of activities[B]: Academic; Character development; Recreational; 
Targeted group(s)[C]: Youth in grades 4-6; 
Types of mentors[D]: College students; Adults.

Name: Communities in Schools - Dallas; 
City: Dallas; 
State: Tex; 
Amount: $59,171; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
1 hour a week for at least 2 years; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth who live in high crime areas and/or have 
experienced violence at home and are having mild behavior problems in 
school. Over half school population is Hispanic; 
Types of mentors[D]: College students; Adults.

Name: Lincoln Center Boys & Girls Club and Association; 
City: Brigham City; 
State: Utah; 
Amount: $142,105; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting in the 
community for 2 hours a week.[F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Hispanic youth in grades 4-8; 
Types of mentors[D]: College students; Adults.

Name: Boat People SOS; 
City: Falls Church; 
State: Va; 
Amount: $143,245; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
and in the community for at least 4 hours a week for at least 1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth are Vietnamese immigrants and refugees; 
Types of mentors[D]: College students; Adults.

Name: Alliance for Lifelong Learning; 
City: Brattleboro; 
State: Vt; 
Amount: $102,579; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
and in the community for at least 4 hours a month.[F]; 
Type of activities[B]: Character development; 
Targeted group(s)[C]: Youth in grades 4-8 or 9-12; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Strategic Learning Center; 
City: Seattle; 
State: Wash; 
Amount: $190,121; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
and in the community for at least 1 year.[E]; 
Type of activities[B]: Academic; Recreational; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-12 who are English as a Second 
Language students--mostly Spanish speaking or Vietnamese, Somali, 
Cambodian, or Russian/Ukrainian immigrants; 
Types of mentors[D]: School-aged; Adults.

Name: Madison Metropolitan School District; 
City: Madison; 
State: Wisc; 
Amount: $110,068; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs meeting in the 
community at least twice a month.[E,F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8 from 3 local schools, with 
significant Latino and English as a Second Language students; 
Types of mentors[D]: Adults.

Name: Atwood Community Center; 
City: Madison; 
State: Wisc; 
Amount: $179,023; 
Experience level[A]: New; 
Type and frequency of mentoring: One-to-one pairs meeting at school 
and in the community for at least 1 hour a week.[F]; 
Type of activities[B]: Academic; Character development; Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8; 
Types of mentors[D]: School-aged; College students.

Name: Wisconsin Coulee Region Community Action Program, Inc; 
City: Westby; 
State: Wisc; 
Amount: $117,797; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs and groups meeting in 
the community for 2 hours a week for at least 1 year; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-12 who are exhibiting 
predelinquent behaviors and who are involved with child protective 
services; 
Types of mentors[D]: School-aged; College students; Adults.

Name: Big Brothers Big Sisters of the Tri-State; 
City: Huntington; 
State: W. Va; 
Amount: $112,363; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs meeting at school for 
1 hour a week for in school program and 90 minutes a week for the 
after school program.[F]; 
Type of activities[B]: Academic; Character development; Recreational; 
Enrichment; 
Targeted group(s)[C]: Youth in grades 4-8; 
Types of mentors[D]: Adults.

Name: Big Brothers Big Sisters of Southeast Wyoming; 
City: Laramie; 
State: Wyo; 
Amount: $191,540; 
Experience level[A]: Established; 
Type and frequency of mentoring: One-to-one pairs.[E,F,G]; 
Type of activities[B]: Academic; Recreational; Enrichment; 
Targeted group(s)[C]: Youth in grades K-12; 
Types of mentors[D]: Adults. 

Source: GAO analysis of grant applications for 121 Education-funded 
mentoring grantees.

[A] For this report, we considered programs that began mentoring in 
2000 or later as new programs and those starting in or before 1999 as 
established:

[B] The types of activities mentors and youth participated in may 
include academic (such as tutoring and homework help), character 
development (such as drug abuse prevention materials and job 
shadowing), recreational (such as playing basketball and skating), and 
enrichment (such as attending concerts and plays).

[C] Education's mentoring grant program targeted children who are at 
risk of educational failure, dropping out of school, or involved in 
criminal or delinquent behavior, or who lack strong positive role 
models. Priority for funding was given to programs that serve children 
living in rural areas, high-crime areas, troubled home environments, 
and children experiencing educational failure. Within this population, 
many grantees identified a specific target group.

[D] The types of mentors grantees used include school-aged mentors such 
as middle and high school students, college students from local 
universities and colleges, and adults from the community.

[E] Amount of time spent mentoring not specified in grant application.

[End of section]

[F] Length of mentoring commitment not specified in grant application. 
gUnable to determine location in which mentoring occurs from grant 
application.

[End of table]

[End of section]

Appendix III: GAO Contacts and Staff Acknowledgments:

GAO Contacts:

Harriet Ganson, (202) 512-7042, gansonh@gao.gov Sherri K. Doughty, 
(202) 512-7273, doughtys@gao.gov:

Acknowledgments:

In addition to those named above, Karen Brown, Luann Moy, James Rebbe, 
Thomas Broderick, and Amy Buck made key contributions to the report.

[End of section]

Related GAO Products:

No Child Left Behind Act: More information Would Help States Determine 
Which Teachers Are Highly Qualified. GAO-03-631. Washington, D.C.: July 
17, 2003.

Flexibility Demonstration Programs: Education Needs to Better Target 
Program Information. GAO-03-691. Washington, D.C.: June 9, 2003.

Title I: Characteristics of Tests Will Influence Expenses: Information 
Sharing May Help States Realize Efficiencies. GAO-03-389. Washington, 
D.C.: May 8, 2003.

FOOTNOTES

[1] Tierney and Grossman, Making A Difference, An Impact Study of Big 
Brothers Big Sisters (Philadelphia, PA: 1995).

[2] See Elements of Effective Practice, 2ND Edition, Mentor/National 
Mentoring Partnership (Alexandria, VA: 2003).

[3] See Tierney and Grossman, Making A Difference, An Impact Study of 
Big Brothers Big Sisters (Philadelphia, PA: 1995). For this study, 
researchers randomly assigned eligible youth to either a treatment or 
control group and compared outcomes for these two groups. This study 
provided information on the effectiveness of the Big Brothers Big 
Sisters model, which provides one-on-one mentoring. 

[4] Education initially funded 122 grantees, but one voluntarily 
relinquished its grant after Education discovered that the grantee had 
spent funds, even though it had not yet begun operations.

[5] Fiscal year 2004 grant awards will be made in July or August of 
2004 totaling about $17 million.

[6] Office of Management and Budget Circular A-133 requires federal 
agencies to issue written management decisions on the audit findings 
contained in single audit reports within 6 months of receiving the 
recipient's single audit report.

[7] This amount was increased to $500,000 for fiscal years ending after 
December 31, 2003.

[8] The federal clearinghouse receives copies of the single audit 
reporting package from the audited grantee and forwards it to 
Education.

[9] See appendix I for a list of the studies that discuss the elements 
of successful mentoring.

[10] Education tracks grantee implementation and requires grantees to 
notify them if they deviate from their original plans. When the 
Delaware program switched to group mentoring, it notified Education of 
the change, although Education does not consider this to be a major 
change requiring prior approval.

[11] Title I is the largest source of federal funding for primary and 
secondary education.

[12] For this analysis, we examined fiscal years 2001 and 2002 Single 
Audit Act Summary Reports.

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