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What is Supplemental Instruction (SI)?

Let the Numbers Speak—Statistics

Claims of SI Effectiveness Validated by the U.S. Department of Education

Claim 1.
Students participating in SI within the targeted historically difficult courses earn higher mean final course grades than students who do not participate in SI. This is still true when differences are analyzed, regardless of ethnicity and prior academic achievement.

Claim 2.

Regardless of ethnicity and prior academic achievement, students participating in SI within targeted historically difficult courses succeed at a higher rate (withdraw at a lower rate and receive a lower percentage of D or F final course grades) than those who do not participate in SI.

Claim 3.

Students participating in SI persist at the institution (reenrolling and graduating) at higher rates than students who do not participate in SI.


SI attempts to “stop the bleeding.”

One of the goals of SI is to increase the eventual graduation rates of students. The graph below vividly illustrates what is happening across the nation in higher education.

Projected Graduation Rates

Does SI work for all disciplines?


SI fully incorporates collaborative learning. Collaborative learning is an important strategy since it helps students to empower themselves rather than remaining dependent as they might in traditional tutoring. Research suggests that tutoring relationships do not promote transfer of needed academic skills (Dimon, 1988; Martin, et. al., 1994, 1992, 1983, 1977).


Together we can make a difference.

If you have any questions about Supplemental Instruction,
please contact Ms. Fiona Brantley, fbrantle@kennesaw.edu.

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