LAUSR

ABSTRACT Many scholars have sought to measure the effectiveness of diverse supplemental instruction programs. Nevertheless, it is difficult to generalize about supplemental instruction or compare data, given methodological and statistical incongruities and diverse approaches and student populations at various institutions. Quantitative and qualitative data suggest that supplemental instruction and embedded tutoring programs facilitate learning and success in all disciplines. We describe best practices for embedded tutoring and supplemental instruction across disciplines and course modalities, evaluate metrics used to assess community college embedded tutoring and supplemental instruction programs, and suggest mixed methods models for assessing these programs.