Description:
<jats:p> Comparisons between participants and non-participants in supplemental instruction classes at San Francisco State University over a six-year period show positive impacts in terms of increased student performance and progression through subsequent courses in a sequence, despite the lower academic indicators of the supplemental instruction participants. More females participated than were represented in the course as a whole, but the effects were greater for males. Effects were particularly striking for students from underrepresented minority groups, particularly in introductory courses. </jats:p>