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Supplemental Instruction: Helping Disadvantaged Students Reduce Performance Gap.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Yue, Hongtao Rico, RuSangha Vang, Mai Kou Giuffrida, Tosha Aquino |
| Copyright Year | 2018 |
| Abstract | California State University, Fresno 5200 North Barton Ave M/S ML 44 Fresno, CA 93740 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, f irst-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. At a glance, the educational system within the United States seems to be making strong strides to improve student access, retention, and persistence (Engle & Tinto, 2008). Upon closer examination, however, one sees wide gaps in equality of degree attainment in higher education. Many gaps in degree attainment are among students considered as disadvantaged due to characteristics such as being a first-generation college student, requiring English and math remediation, from a low-income household, and identifying with an underrepresented minority (URM) ethnic group. This particular student population has encountered numerous academic challenges resulting in a much lower performance and achievement rate than their counterparts. The U.S. Department of Education (2013) has collected graduation rates among various ethnic groups. Data reveals 10% of African-American students and 9% of Hispanic students earned a bachelor’s degree, which is only slightly up from the 1999-2000 figures of 9% and 6% respectively. This stands in sharp contrast to the 72.9% of Caucasian students who have earned a four-year degree. In other words, Caucasian students are roughly seven times more likely to graduate with a bachelor’s degree than their URM peers. A similar situation is found with respect to socioeconomic status: the gap in achieving a four-year degree between lowand high-income students nearly doubled in the last 35 years (Engle & Tinto, 2008). Generally, then, major and widening gaps exist across ethnic and income lines. Engle and Tinto (2008) described the path to successful completion of a bachelor’s degree for most of the 4.5 million low-income, first-generation students enrolled in postsecondary education as “long, indirect, and uncertain” (p. 2). Across all institution types, low-income, first-generation students were nearly four times more likely to leave higher education after the first year when compared to students who did not have similar risk factors (Engle & Tinto, 2008). Such statistical evidence demonstrates the importance for postsecondary institutions to understand the needs of their disadvantaged student population and to implement successful interventions to reduce the existing performance and achievement gaps. |
| Starting Page | 18 |
| Ending Page | 25 |
| Page Count | 8 |
| File Format | PDF HTM / HTML |
| Volume Number | 41 |
| Alternate Webpage(s) | https://www.fresnostate.edu/academics/oie/documents/SI%20Helping%20Disadvantaged%20Students%20Reduce%20Performance%20Gap.pdf |
| Alternate Webpage(s) | http://www.fresnostate.edu/academics/oie/documents/staff/Supplemental%20Instruction_Helping%20Disadvantaged%20Students%20Reduce%20Performance%20Gap.pdf |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/EJ1200705.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
