Title

Supplemental Instruction: Understanding Academic Assistance in Underrepresented Groups

Document Type

Article

Publication Date

2018

Keywords

academic assistance, program evaluation, retention, supplemental instruction, underrepresented groups

Abstract

Student retention rates are increasingly important in higher education. Higher education institutions have adopted various programs in the hopes of increasing graduation rates and grade point averages (GPAs). One of the most effective attempts at improvement has been the Supplemental Instruction (SI) program. We examined our SI program relative to three facets: attendance, attendance's influence on final scores, and graduation rates for students who had participated in these courses. These questions were also investigated focusing on specific comparison groups, as we looked into how these effects differed for minority students and nontraditional students compared with those of White and traditional peers. Overall, SI attendance led to positive outcomes— increased final course grades and graduation rates—even after adjusting for previous achievement.

Recommended Citation

Buchanan, Erin M., Kathrene D. Valentine, and Michael L. Frizell. "Supplemental Instruction: Understanding Academic Assistance in Underrepresented Groups." The Journal of Experimental Education 87, no. 2 (2019): 288-298.

DOI for the article

10.1080/00220973.2017.1421517

Department

Psychology

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