Abstract
Tutoring is felt to be an important component of services designed to improve the performance and retention of academically underprepared students; however, relatively little empirical research has been conducted on the effect of tutoring on students' persistence. A sample of 679 academically underprepared minority students was tracked for three semesters, and students who were tutored showed significantly higher persistence rates. The results of this study indicate that tutoring is associated with improved persistence of academically underprepared minority students.
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