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Brief: Youth mentoring

Prepared from Grant Precedent, 2026-10-23; data as of precedent 2026-10-21, measures 2026-10-22.

Measures funders require

Office of Juvenile Justice and Delinquency Prevention (DOJ OJP), Mentoring Programs

How many unique youth were matched with one or more mentors during this reporting period?

  • Code: Q1
  • Requirement: required
  • Definition: Unique means unduplicated. Youth should only be counted once during a reporting period, regardless of the number of matches involved. Match refers to the pairing of one youth with one or more adult or peer mentor(s). Reporting period is the specific timeframe covered by this report.
  • Target rule: No target rule stated
  • Source: DOJ Office of Justice Programs, solicitation performance measures, https://ojjdp.ojp.gov/funding/performance-measures/pmqd/performance-measures-mentoring-programs.pdf

How many unique youth have been matched with one or more mentors since the beginning of this award?

How many unique mentors were matched with one or more youth during this reporting period?

How many unique mentors have been matched with one or more youth since the beginning of this award?

How many matches closed during this reporting period?

How many unique youth were involved in matches that closed during this reporting period?

Did you adjust the program plan as described in your application’s proposal narrative? If yes, what adjustments did you make, and why?

Did you experience any challenges during the reporting period that impacted service delivery to program participants? If yes, how did you address the challenges, and do the challenges remain unresolved?

Did you engage with OJJDP training and technical assistance providers during this reporting period? If yes, did the providers adequately address your issue?

Of the matches that closed during this reporting period, how many met the expected minimum duration of participation?

Of the matches that closed during this reporting period, how many met the expected minimum frequency of participation?

Of the matches that closed during this reporting period, how many met the expected total number of hours of participation?

Of the unique youth involved in matches that closed during this reporting period, how many experienced improved mental and emotional health?

Of the unique youth involved in matches that closed during this reporting period, how many experienced improved social-emotional skills?

Of the unique youth involved in matches that closed during this reporting period, how many experienced improved health and prosocial behaviors?

Of the unique youth involved in matches that closed during this reporting period, how many experienced improved interpersonal relationships?

Of the unique youth involved in matches that closed during this reporting period, how many experienced improved academics?

Of the unique youth involved in matches that closed during this reporting period, how many experienced fewer occurrences of problem behaviors?

Did you experience any challenges related to external factors beyond your control during the reporting period that impacted program outcomes? If yes, please describe the challenges.

How would you describe progress toward this award's goals and objectives?

What is the total number of program locations?

Does the program have subgrantees?

What types of partners will be involved in the mentoring program? Select all that apply.

What services are supported, in whole or in part, by OJJDP’s mentoring program grant funds? Select all that apply.

  • Code: Q4
  • Requirement: required
  • Definition: Answer options: o One-on-one mentoring o Group mentoring o Combined o Hybrid Combined refers to the mentee receiving both group and 1:1 mentoring. Hybrid means that the mentee is matched 1:1 to a mentor and mentoring is delivered only in a group setting.
  • Target rule: No target rule stated
  • Source: DOJ Office of Justice Programs, solicitation performance measures, https://ojjdp.ojp.gov/funding/performance-measures/pmqd/performance-measures-mentoring-programs.pdf

Does the program offer peer mentoring?

  • Code: Q5
  • Requirement: required
  • Definition: Peer mentoring is a model where an older, trained youth or young adult mentors a younger peer, offering guidance, support, and a positive relationship to foster the younger person's development in areas such as academic success, social skills, and confidence.
  • Target rule: No target rule stated
  • Source: DOJ Office of Justice Programs, solicitation performance measures, https://ojjdp.ojp.gov/funding/performance-measures/pmqd/performance-measures-mentoring-programs.pdf

How will the mentoring matches engage according to the program model?

  • Code: Q6
  • Requirement: required
  • Definition: Answer options: o In-person o E-mentoring o Both In-person mentoring is when the mentor and the youth mentee meet face-to-face,. E-mentoring, or electronic mentoring, uses technology like email, apps, and video calls to connect mentors and mentees
  • Target rule: No target rule stated
  • Source: DOJ Office of Justice Programs, solicitation performance measures, https://ojjdp.ojp.gov/funding/performance-measures/pmqd/performance-measures-mentoring-programs.pdf

What is the primary focus of the program? Please select all that apply.

Which of the following best describes the program’s location(s)? Select all that apply.

  • Code: Q8
  • Requirement: required
  • Definition: Answer options: o Community-based o School-based o Site-based Community-based refers to structured programs that pair non- parental adult volunteers and young people from the same community to provide support, guidance, and positive role modeling. School-based mentoring pairs a student with a consistent adult mentor within the school environment. Site-based mentoring refers to a structured mentorship model, where a mentor and mentee meet on a regular basis at a designated location, such as a center or club.
  • Target rule: No target rule stated
  • Source: DOJ Office of Justice Programs, solicitation performance measures, https://ojjdp.ojp.gov/funding/performance-measures/pmqd/performance-measures-mentoring-programs.pdf

What is the target population of the program?

  • Code: Q9
  • Requirement: required
  • Definition: Answer options: o Female o Male o Juvenile justice involvement o Victimization/exploitation o Substance misuse/impact o Rural o Youth with parent in military o Youth with incarcerated parent o General youth population o Other, specify: ____ Target population refers to the subset of youth for whom the program is primarily designed and whom the program envisions participating in the program’s services.
  • Target rule: No target rule stated
  • Source: DOJ Office of Justice Programs, solicitation performance measures, https://ojjdp.ojp.gov/funding/performance-measures/pmqd/performance-measures-mentoring-programs.pdf

How many youth does the program plan to serve over the life of the award?

What is the lowest age of youth who will be served by the program?

What is the highest age of youth who will be served by the program?

How many matches does the program plan to achieve?

How many mentors does the program plan to recruit?

How many mentors does the program plan to accept?

How many training hours must a mentor complete before they are accepted?

Besides mentoring, what additional services will be offered to mentees and their families?

What is the minimum length of participation expected for each match?

What is the frequency of participation expected for each match?

What is the total number of hours of participation expected for each match?

What outcomes are anticipated for mentoring program participants? Select all that apply.

  • Code: Q21
  • Requirement: required
  • Definition: Answer options: o Improved academics o Improved healthy and prosocial behaviors o Improved interpersonal relationships o Improved mental and emotional health o Improved social-emotional skills o Fewer occurrences of problem behaviors Mental and emotional health refers to life satisfaction, depressive symptoms, adaptive coping with stress, hopeful future expectations, self-esteem, or sense of meaning and purpose. Social and emotional skills refer to self-control, social competence, problem-solving ability, skills for setting and pursuing goals, perseverance, self-advocacy, or career exploration. Health and prosocial behaviors refer to healthy eating, physical activity, treatment adherence, prosocial behavior, or civic engagement. Interpersonal relationships refer to parent-child relationship, very important non-parent adult, student-teacher relationship, peer relationships and feelings of loneliness, and community connectedness. Academics refer to academic performance, growth mindset for intelligence, academic self-efficacy, school or job training engagement, school or job training connectedness, or grades. Problem behaviors refer to aggression, school misbehavior, substance use, truancy, school attendance, school discipline, delinquent behavior, and juvenile offending.
  • Target rule: No target rule stated
  • Source: DOJ Office of Justice Programs, solicitation performance measures, https://ojjdp.ojp.gov/funding/performance-measures/pmqd/performance-measures-mentoring-programs.pdf

What you can collect, and how

Tier 1 is collected today from your own records. Tier 2 needs one free instrument. Tier 3 needs a partner under a data agreement. A measure that matches no rule has no tier.

Tier 1: Collect today from your own records

How many unique youth were matched with one or more mentors during this reporting period?

  • Collect today from your own records. A count of services or people, held in the organization’s own records.

How many unique youth have been matched with one or more mentors since the beginning of this award?

  • Collect today from your own records. A count of services or people, held in the organization’s own records.

How many unique mentors were matched with one or more youth during this reporting period?

  • Collect today from your own records. A count of services or people, held in the organization’s own records.

How many unique mentors have been matched with one or more youth since the beginning of this award?

  • Collect today from your own records. A count of services or people, held in the organization’s own records.

How many matches closed during this reporting period?

  • Collect today from your own records. A count of services or people, held in the organization’s own records.

How many unique youth were involved in matches that closed during this reporting period?

  • Collect today from your own records. A count of services or people, held in the organization’s own records.

Of the matches that closed during this reporting period, how many met the expected minimum duration of participation?

  • Collect today from your own records. A count of services or people, held in the organization’s own records.

Of the matches that closed during this reporting period, how many met the expected minimum frequency of participation?

  • Collect today from your own records. A count of services or people, held in the organization’s own records.

Of the matches that closed during this reporting period, how many met the expected total number of hours of participation?

  • Collect today from your own records. A count of services or people, held in the organization’s own records.

What is the total number of program locations?

  • Collect today from your own records. A count of services or people, held in the organization’s own records.

How many training hours must a mentor complete before they are accepted?

  • Collect today from your own records. A count of services or people, held in the organization’s own records.

What is the total number of hours of participation expected for each match?

  • Collect today from your own records. A count of services or people, held in the organization’s own records.

Tier 1 + 3: Collect today from your own records; and Needs a partner under an agreement

Of the unique youth involved in matches that closed during this reporting period, how many experienced improved academics?

  • Collect today from your own records. A count of services or people, held in the organization’s own records.
  • You count your own participants; the school or district record confirms the outcome.
  • Partner route: WA: school attendance, grades, credits and graduation progress, held by Seattle Public Schools. Lag: Event lag NR; automated files are contemplated. Processing: approximately 2-3 weeks, rising to 4-6 weeks after December 2026. Request: https://www.seattleschools.org/departments/community-partnerships/data-access-for-partners/data-sharing-agreements/
  • Partner route: CA: student achievement and longitudinal education outcomes, held by California Department of Education, including CALPADS and assessment records. Lag: Data-year and event lag NR; availability depends on collections and requested linkage. Request: https://www.cde.ca.gov/ds/da/researchdata.asp
  • Partner route: NY: graduation and postsecondary enrollment and persistence; other approved school outcomes, held by New York City Public Schools; approved administrative datasets. Lag: Annual files; attendance also has monthly files. Fixed event-to-extract lag NR. Request: https://infohub.nyced.org/in-our-schools/working-with-nycps/research-rfoc/available-administrative-data
  • 1 more school records routes are listed on the data-routes page.
  • Caveat: FERPA's studies exception has three purposes and needs a written agreement.

Tier 2: Add one free instrument

Of the unique youth involved in matches that closed during this reporting period, how many experienced improved mental and emotional health?

Of the unique youth involved in matches that closed during this reporting period, how many experienced improved social-emotional skills?

Of the unique youth involved in matches that closed during this reporting period, how many experienced improved health and prosocial behaviors?

  • Instrument: Rosenberg Self-Esteem Scale (Public domain; 10 items, about 2-3 minutes). License: “freely available; permission not required for use.” Form: https://www.phenxtoolkit.org/toolkit_content/PDF/PX180901.pdf Also cleared in this domain: General Self-Efficacy Scale, Schwarzer/Jerusalem, Strengths and Difficulties Questionnaire (SDQ), Multidimensional Scale of Perceived Social Support (MSPSS).

Of the unique youth involved in matches that closed during this reporting period, how many experienced improved interpersonal relationships?

  • Instrument: Rosenberg Self-Esteem Scale (Public domain; 10 items, about 2-3 minutes). License: “freely available; permission not required for use.” Form: https://www.phenxtoolkit.org/toolkit_content/PDF/PX180901.pdf Also cleared in this domain: General Self-Efficacy Scale, Schwarzer/Jerusalem, Strengths and Difficulties Questionnaire (SDQ), Multidimensional Scale of Perceived Social Support (MSPSS).

Of the unique youth involved in matches that closed during this reporting period, how many experienced fewer occurrences of problem behaviors?

  • Instrument: Rosenberg Self-Esteem Scale (Public domain; 10 items, about 2-3 minutes). License: “freely available; permission not required for use.” Form: https://www.phenxtoolkit.org/toolkit_content/PDF/PX180901.pdf Also cleared in this domain: General Self-Efficacy Scale, Schwarzer/Jerusalem, Strengths and Difficulties Questionnaire (SDQ), Multidimensional Scale of Perceived Social Support (MSPSS).

Implementation question, answered from program records

Did you adjust the program plan as described in your application’s proposal narrative? If yes, what adjustments did you make, and why?

Did you experience any challenges during the reporting period that impacted service delivery to program participants? If yes, how did you address the challenges, and do the challenges remain unresolved?

Did you engage with OJJDP training and technical assistance providers during this reporting period? If yes, did the providers adequately address your issue?

Did you experience any challenges related to external factors beyond your control during the reporting period that impacted program outcomes? If yes, please describe the challenges.

Does the program have subgrantees?

Does the program offer peer mentoring?

Narrative response

How would you describe progress toward this award's goals and objectives?

What types of partners will be involved in the mentoring program? Select all that apply.

What services are supported, in whole or in part, by OJJDP’s mentoring program grant funds? Select all that apply.

How will the mentoring matches engage according to the program model?

What is the primary focus of the program? Please select all that apply.

Which of the following best describes the program’s location(s)? Select all that apply.

What is the target population of the program?

What is the lowest age of youth who will be served by the program?

What is the highest age of youth who will be served by the program?

What is the minimum length of participation expected for each match?

What is the frequency of participation expected for each match?

What outcomes are anticipated for mentoring program participants? Select all that apply.

Planning figure, no collection needed

How many youth does the program plan to serve over the life of the award?

How many matches does the program plan to achieve?

How many mentors does the program plan to recruit?

How many mentors does the program plan to accept?

Besides mentoring, what additional services will be offered to mentees and their families?

What grantees achieved

1 grantee of Comprehensive Mentoring reported 5 results against targets over 4 periods; the median result was 103% of target (middle half 53% to 125%), and 60% met or exceeded the target. Source: Juvenile Welfare Board of Pinellas County, program monitoring reports, https://www.jwbpinellas.org/wp-content/uploads/2020/07/VII-C-Program-and-Financial-Monitoring-Information.pdf.

Program-level figures, not individual grantees: Mentoring Children of Prisoners reported 11 results against targets over 3 periods; the median result was 95% of target (middle half 75% to 112%), and 45% met or exceeded the target. Source: OMB PART assessments (ExpectMore.gov archive), https://obamawhitehouse.archives.gov/sites/default/files/omb/assets/omb/expectmore/detail/10002335.2004.html.

Program-level figures, not individual grantees: Mentoring Program reported 5 results against targets over 2 periods; the median result was 82% of target (middle half 73% to 135%), and 40% met or exceeded the target. Source: OMB PART assessments (ExpectMore.gov archive), https://obamawhitehouse.archives.gov/sites/default/files/omb/assets/omb/expectmore/detail/10002335.2004.html.

Target-setting language with precedent

Each item comes from one funder, one program or one department; none is a government-wide rule.

No target-setting clause from Justice in the library yet; the items below are the nearest precedent.

What reviewers penalize

These ten weaknesses recur in 17 published reviewer critiques, mostly U.S. Department of Education and NIH. The count is the number of critiques that name it, not a rate, and a reviewer comment is a judgment.

Protocol skeleton

Draft text, edit before use

Measures: How many unique youth were matched with one or more mentors during this reporting period?; How many unique youth have been matched with one or more mentors since the beginning of this award?; How many unique mentors were matched with one or more youth during this reporting period?; How many unique mentors have been matched with one or more youth since the beginning of this award?; How many matches closed during this reporting period?; How many unique youth were involved in matches that closed during this reporting period?; Did you adjust the program plan as described in your application’s proposal narrative? If yes, what adjustments did you make, and why?; Did you experience any challenges during the reporting period that impacted service delivery to program participants? If yes, how did you address the challenges, and do the challenges remain unresolved?; Did you engage with OJJDP training and technical assistance providers during this reporting period? If yes, did the providers adequately address your issue?; Of the matches that closed during this reporting period, how many met the expected minimum duration of participation?; Of the matches that closed during this reporting period, how many met the expected minimum frequency of participation?; Of the matches that closed during this reporting period, how many met the expected total number of hours of participation?; and 29 more listed above. Baseline: ____ months from award, using ____. Targets: set from the observed baseline at month ____, or committed now as a change of ____ percentage points from baseline.

Missing-data plan (how dropout and missing observations will be handled): ____

Comparison group or baseline (what you compare against and how the groups started): ____

Fallback if recruitment, data access or the first analysis falls short: ____

Fidelity threshold (what counts as full implementation, and how it is measured): ____

Instrument named, with its validity evidence and its rights (license) status: ____

Numeric target for each measure (a number, not a direction): ____

Analysis for each outcome (method, comparison, adjustment): ____

Data protection and data management (who holds identifiable data, where, for how long): ____

Feedback schedule (who reviews the data, how often, and what changes as a result): ____

Evaluator role and independence (who evaluates and how they are separate from delivery): ____

The text is copied or summarized from public documents. It is not legal advice.