Learning among peers and its effects on students’ performance

Abstract

Mentoring Among Peers is a program developed to improve the integration of first-year college students. Controlling for sociodemographic, academic, and personality characteristics, we investigate the effects this program has on academic and non-academic dimensions using propensity score matching techniques. Results show that, in line with its main purpose, the program reduces the probability of desertion. On the other hand, we observe positive effects on academic outcomes, as students participating in the program pass more courses, and with better scores than similar students that were not men-tored. This latter effect is not one of the program’s goals, as it is designed to work exclusively on social dimensions. These outcomes could represent a starting point for educational policies looking to improve academic trajecto-ries of college students.