Abstract
Learning Support Services (LSS) at the University of California, Santa Cruz (UCSC) is intended to aid students — particularly those who are at highest-risk of academic failure — to master the required material and succeed in the course. It includes two primary components: modified supplemental instruction (MSI) and tutoring. This study uses data from administrative records kept by UCSC on its students’ academic experiences in the 2010-11 to 2013-14 academic years to examine the extent of utilization of MSI and tutoring, the types of students engaged in these activities, and the role of LSS in aiding students to improve their course grades, remain in school, and graduate in four years. Findings indicate that a large proportion of students use these services; 22% of the entering cohort of 2010 used MSI and 33% used tutoring. Representation was highest among students who were historically disadvantaged. Students who participated in MSI and tutoring earned higher course grades when compared to other students and, in the case of MSI, compared to themselves in courses where they did not participate in MSI. Tutoring, but not MSI, was associated with improvements to retention, and neither was associated with improvements to four-year graduation.
Published Version
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