Source: Review of Educational Research, 84(4), December 2014 p. 609-639.
This article presents a systematic review of the literature between 2001 and 2010 regarding the effectiveness of Supplemental instruction (SI).
Twenty-nine studies met the inclusion criteria.
Due to methodological heterogeneity and lack of consistency defining the SI treatment, qualitative synthesis methods were applied.
The findings of the review are consistent with claims validated by the U.S. Department of Education in the 1990s that participation in SI is correlated with higher mean grades, lower failure and withdrawal rates, and higher retention and graduation rates.