Examines the effects of a three-year mentoring programme on the academic achievement of high ability year 13 students at a New Zealand high school. The programme's purpose was to improve the academic results in the university bursary examination. The study covered a period of six years.
The programme matched each selected student with a staff member in a flexible mentoring arrangement which focused on generic skills such as study skills, goal setting and time management. Protégés and mentors felt that the programme was enjoyable and successful. Protégés
felt that they gained from the skills they were taught. Statistical analysis indicates that the programme did not have a measurable effect on the academic achievement of the mentored students. Reasons for this and implications for programmes of this kind are discussed.