The influence of meeting time on academic outcomes in school-based mentoring

This study explores the role of mentor–youth meeting time on academic performance within school-based mentoring. Participants in the study (N = 1139) were part of a national evaluation of the Big Brothers Big Sisters school-based mentoring programs, approximately half of whom had been randomly assigned to receive mentoring at their schools. Within the treatment group, 44% were in programs in which matches met after school, 25% were in programs...