Mentoring is widely recognized as an effective approach to addressing educational needs in U.S. schools, emphasizing the importance of strong, long-term mentor-mentee relationships (Karaferye, 2018; Wood & Mayo-Wilson, 2012). These relationships can provide crucial support for youth facing social, emotional, and financial challenges (Kuperminc et al., 2020; Weiston-Serdan, 2017). Critical mentoring programs and natural mentors have shown the potential to foster resilience among girls of color, particularly when mentors form strong, supportive connections (Clonan-Roy et al., 2016; Huff, 2019). Despite advocacy for mentoring to address disciplinary inequities and disrupt the school-to-prison pipeline for Black girls, empirical research on the effectiveness of school-based mentoring programs is limited (NBWJI, 2019). This mixed-methods study investigated the association between weekly mentor-facilitated interventions and Black girl pushout, measured by suspension rates, dropout rates, and on-time graduation rates of Black girls in an urban school district utilizing the mentor-based dropout prevention program of Check & Connect. Results of the mixed-methods analysis across both cohorts suggest that weekly mentor-facilitated interventions have the potential to positively impact the outcomes of Black girl pushout, such as suspension rates, drop-out rates, and on-time graduation rates for Black girls in urban school districts. However, the efficacy of these interventions can be influenced by various factors, including the consistency of implementation, administrative support, and the ability to address individual student needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]