A growing body of research shows that school-based mentoring programs can be a flexible and cost-effective way to improve student outcomes. Effective mentoring programs create close bonds between students and caring adults, providing students with an important source of emotional support. This study tests the effects of a new model--whole school-based mentoring that aims to prepare students to be college-ready. The whole-school model enables iMentor to enhance the effects of the mentoring relationships with a structured, college-readiness curricular component. In this study, the authors follow 16 cohorts of 9th grade students participating in iMentor over five years beginning in 2012-13 school year. This paper provides results from the 9th grade year. The focus of this study is to identify the effects of the iMentor program after being exposed to one year of treatment. The following research questions will be examined: (1) Do the iMentor evaluation schools implement iMentor's College Ready Program with fidelity to the program model?; (2) What are the effects of iMentor on students' non-academic outcomes, such as building and maintaining strong adult relationships, college aspirations, and non-cognitive skills?; and (3) Do the overall effects of iMentor on students' outcomes depend on the relative intensity and quality of various components of the iMentor program? iMentor is being implemented in eight public, non-charter high schools in New York City, the largest school district in the country. This study uses a lagged cohort design with two treatment cohorts--essentially a double lagged design. iMentor collects data from mentees and mentors via iMi, their interactive online platform. The analysis is currently underway and will be completed by January 2015, in time for a published report in March. A table is appended.