Mainstreaming of Developmental Education: Supplemental Instruction and Video-based Supplemental Instruction
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Mainstreaming of Developmental Education: Supplemental Instruction and Video-based Supplemental Instruction
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1997
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Working Paper
Abstract
The foregoing should not be interpreted to suggest that SI is a one-size-fits-all solution to academic problems. Data suggest that the SI experience can move a student’s performance from below average to average, from average to above average, from above average to excellent. In the lower ranges of performance, it appears that participation in SI can elevate a student’s grade from sub-marginal to below average. At UMKC as at other Universities, however, practitioners have found that there are students for whom SI offers insufficient support. Typically, these students fall at or near the bottom of the fourth quartile in terms of entry-level scores and/or high school rank. SI is not scheduled often enough, nor does it have sufficient structure, breadth, or depth to meet the needs of this population. On other campuses, these students would typically be tracked into developmental courses which, for UMKC, has never been an option.
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Martin, D. C., Arendale, D. R., & Blanc, R. (1997). Mainstreaming of Developmental Education: Supplemental Instruction and Video-based Supplemental Instruction. Unpublished manuscript. Department of Postsecondary Teaching and Learning, University of Minnesota, Minneapolis, MN. Available online: http://www.arendale.org/storage/pdf-documents/peer/MainstreamingDE97.pdf
Suggested citation
Martin, Deanna C; Arendale, David R.; Blanc, Robert. (1997). Mainstreaming of Developmental Education: Supplemental Instruction and Video-based Supplemental Instruction. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/200405.
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