Supplemental Instruction: Understanding Academic Assistance in Underrepresented Groups

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...

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Bibliographic Details
Published in:The Journal of experimental education 2019-04, Vol.87 (2), p.288-298
Main Authors: Buchanan, Erin M., Valentine, Kathrene D., Frizell, Michael L.
Format: Article
Language:English
Subjects:
Academic achievement
Academic assistance
Academic Support Services
At Risk Students
Attendance
Correlation
Disproportionate Representation
Elementary school students
Grade Point Average
Graduation Rate
Graduations & commencements
Higher education
LEARNING, INSTRUCTION, AND COGNITION
Minority Group Students
Nontraditional Students
Program Effectiveness
program evaluation
retention
School Holding Power
Scores
State Universities
Student retention
supplemental instruction
Supplementary Education
underrepresented groups
White Students
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Summary: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.
ISSN:0022-0973
1940-0683
DOI:10.1080/00220973.2017.1421517