M.A.R.S. uses near-peer mentorship to connect trained high school leaders with elementary readers in grades 3–5. In consistent small groups, students build relationships around books, conversation, and literacy practice, giving younger students support from a relatable role model while giving older students authentic opportunities to lead.
The relationships at the heart of M.A.R.S. are built on three research-informed ideas.
"I can see myself in you."
Research suggests that mentor relatability can strengthen students' interest and self-efficacy. M.A.R.S. creates opportunities for younger readers to build relationships with older students whose success can feel attainable.
Consistency builds trust.
M.A.R.S. readers stay with the same mentor and small group throughout the program cycle, allowing trust and belonging to develop alongside literacy skills.
Learning is more than a score.
Research on near-peer mentoring has found positive effects on academic motivation and persistence-related mindsets, important foundations for students who may already see reading as a source of frustration.
Research informing our model: Clarke-Midura et al. (2018); Destin et al. (2018); Topping (2005).
Philadelphia high schoolers gain real leadership experience and explore education as a career — fostering the next generation of educational leaders in our communities.
Philadelphia elementary students in grades 3-5 build literacy skills in small groups, with mentors who look like them, show up for them, and support them.
M.A.R.S. works in partnership with schools to create structured, supervised mentoring environments where young people can learn, lead, and build meaningful relationships.
