Supplemental Instruction: Helping Disadvantaged Students Reduce Performance Gap

Autor/inn/en	Yue, Hongtao; Rico, Ruby Sangha; Vang, Mai Kou; Giuffrida, Tosha Aquino
Titel	Supplemental Instruction: Helping Disadvantaged Students Reduce Performance Gap
Quelle	In: Journal of Developmental Education, 41 (2018) 2, S.18-25 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-3907
Schlagwörter	Disadvantaged Youth; Student Needs; Program Effectiveness; Achievement Gap; Minority Group Students; Undergraduate Students; Grade Point Average; Grades (Scholastic); Remedial Instruction; Academic Support Services; California + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Notenspiegel; Förderkurs; Kalifornien
Abstract	This study examined how Supplemental Instruction (SI) visits help traditionally disadvantaged students reduce the performance gap in their courses. A student is defined as holding a "disadvantaged" status when he or she can identify with the following factors: underrepresented minority status, first-generation status, Federal Pell Grant eligible status, and English/mathematics remedial status. This study revealed that students including both disadvantaged and nondisadvantaged would benefit from an increase of SI participation. The more disadvantaged students gained larger performance improvement than less disadvantaged students with more SI visits, indicating the importance of regular SI participation for disadvantaged students to close the performance gap with nondisadvantaged students. (As Provided).
Anmerkungen	National Center for Developmental Education. Appalachian State University, P.O. Box 32098, Boone, NC 28608-2098. Tel: 828-262-3057; Fax: 828-262-7183; Web site: http://ncde.appstate.edu/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01