The state of Colorado is committed to closing the attainment gap and strengthening its economic fabric. Policy changes in required cut scores for college admission have been designed to facilitate a smoother transition from high school to higher education, particularly for students with developmental writing needs. This study utilized a cluster quasi-experimental design to examine the likelihood of posttest writing proficiency of students enrolled in writing classes with a writing peer mentor versus those who did not. This study also sought to understand the strength of the relationship between underrepresented minority status, self-efficacy, and writing performance. Although inconsistent with other studies similar in scope, the results of this study suggest that peer mentorship was not effective in bolstering writing performance or self-efficacy for students who participated in the writing peer mentor program. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]