Anne Roder
March 1999

The number of mentoring programs providing adult support to youth has increased dramatically in recent years. This report presents information on the characteristics of programs serving school-aged youth (K-12). We found that rather than simply replicating the traditional Big Brothers Big Sisters model, newer programs are emphasizing somewhat more instrumental goals and activities, as well as experimenting with different types of relationships (group, school-based, etc.). Most programs seem to have sufficient infrastructure to screen, train, and supervise their mentors adequately, but many de-emphasize the importance of developing long-term relationships.

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