Practical educational and civic transformation.

We have a list of resources here: http://www.dctutormentor.org/adult-education/
You can also find additional resources from the DC Office of the State Superintendant of Education (OSSE) here.

All of our partner organizations require that volunteers complete criminal background checks before becoming tutors or mentors. The specific process and requirements vary depending on the partner but the DC Public Schools (DCPS) clearance process is the most frequently required. As of July 2021, it typically takes 10-14 days before you will be notified by DCPS of your clearance. You can learn about the requirements and get started here: https://dcps.dc.gov/page/dcps-fingerprinting-background-check-and-id-badge-processes-and-requirements

Where can I find our DCTMI partner organizations’ videos?  Some can be found at http://www.dctutormentor.org/partner-videos/.

There are at least 8,000 youth aged 16-24 residing in the District of Columbia who are not enrolled in school or other educational programs and who do not have a high school diploma or credential.
• On average, individuals who left school without a high school diploma earn $10,386 less than the typical high school graduate, and $36,424 less than someone with a bachelor’s degree.
• Among dropouts between the ages of 16 and 24, incarceration rates were 63 times higher than among college graduates, according to a study by researchers at Northeastern University.
• The same study found that as a result – when compared to the typical high school graduate – a dropout will end up costing taxpayers an average of $292,000 over a lifetime due to the price tag associated with incarceration and other factors such as how much less they pay in taxes.
• According to the Bureau of Labor Statistics, in February of 2017, the national unemployment rate among those without a high school diploma measured 7.9 percent, almost 60 percent higher than those who attained a high school diploma or its equivalent but did not go on to college and roughly three times higher than the unemployment rate among college graduates.

(Source: DC Office of the State Superintendant of Education (OSSE), ReEngagement Center handout, 11/2020)

This review is from the National Mentoring Resource Center and can be found at https://nationalmentoringresourcecenter.org/index.php/component/k2/item/429-mentoring-for-youth-in-foster-care.html

The following is a summary is from the text of the report:

The review is organized around four questions:

  • What is the effectiveness of mentoring for youth in foster care?
  • What factors influence the effectiveness of mentoring for youth in foster care?
  • What pathways are most important in linking mentoring to outcomes for youth in foster care?
  • To what extent have mentoring initiatives for youth in foster care reached and engaged these youth, been implemented with high quality, and been adopted and sustained?

The existing evidence points toward several conclusions:

  • Both natural and program-based mentoring appear to be highly acceptable to youth in foster care, and mentees generally report high satisfaction with their mentoring experiences.
  • Available research suggests that mentoring for children in foster care (across a range of ages and mentoring formats) can have positive impacts on many, but not all, targeted outcomes, including mental health, educational functioning and attainment, peer relationships, placement outcomes, and life satisfaction.
  • Most formal mentoring programs that have been evaluated to date are multicomponent (that is, they include components other than one-to-one mentoring, such as skills groups) and utilize mentors who are agency staff members or university students.
  • The impact of mentoring may differ based on demographic, and placement characteristics and key processes, such as improvements in self-determination and prosocial skills, may be the mechanisms through which mentoring outcomes are realized for this population.
  • Finally, although there are many conceptual reasons why mentoring is an excellent fit for youth in foster care, there are pragmatic challenges that make widespread implementation difficult and no studies have examined program expansion or adaptation.

You can find selected resources that might be of interest at: http://www.dctutormentor.org/resources/knowledge-resources

Individualized Education Plans (IEPs):  Is your child struggling in school?  Consider requesting an IEP

Policy, Advocacy and Support Organizations

Activities for Kids


If you have specialized skills, please let us know when you sign up to become a tutor or a mentor.  Some of our partners are likely to be able to put your skills to use and we will create a list below for them to review as they need specialized help:

  • Math – Specializes in helping students prepare for calculus
  • Reading – Reading specialists who can diagnose barriers to reading and “prescribe” or deliver specific exercises to help overcome barriers.
  • Writing – We have a range of professionals who make their living as writers.
  • Financial literacy – We have several volunteers who work in financial services and can help with workshops on college financing options and more.
  • Science – We have a volunteer who has developed an innovative biology curriculum.

Building Relationships: A Guide for New Mentors (48 pp.)

MENTOR YouTube channel – A wide variety of videos for marketing, training, and inspiration for mentors and mentoring organizations.

National Mentoring Resource Center

A Mentor’s Guide to Youth Development (7 pp., 2007)