Enrollment in the supplemental instruction section is associated with significantly positive average individualized treatment effects on final exam score and course grade¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2018 · checked against its sources 2026-10-27 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Average ITE was 9.3 points (SE 1.48) on the 300-point final exam and 0.45 (SE 0.03) on the four-point course grade, both significantly greater than zero (p < 0.0001). → Beemer 2018
Evidence¶
Beemer 2018¶
Beemer, J., Spoon, K., He, L., Fan, J., & Levine, R.A. (2018). Ensemble Learning for Estimating Individualized Treatment Effects in Student Success Studies. International Journal of Artificial Intelligence in Education, 28, 315–335. https://doi.org/10.1007/s40593-017-0148-x
q2 · i? · associational · r2
ITE analysis of the Fall 2013 STAT 119 offering, where 17% of students voluntarily enrolled in the supplemental instruction section (STAT 119A). Both "average ITE are both significantly greater than zero (p< 0.0001)", reflecting an increase of almost half a grade point on the four-point scale. No standardized effect size is printed, so impact is not coded.
"the average individualized treatment effect for final exam score was 9.3 with a standard error of 1.48. The average individualized treatment effect for final course grade was 0.45 with a standard error of 0.03. These average ITE are both significantly greater than zero (p< 0.0001)."
Discussion¶
Related Claims¶
- Underrepresented minority students in the course showed significantly positive individualized treatment effects from supplemental instruction — a narrower finding that bears on this claim
- Chatbot outreach increased supplemental instruction tutoring attendance by about two percentage points, mediating a small share of the grade effect — related
- Offering Supplemental Instruction raises first-year students' course grades (d = 0.26) in a randomized field experiment — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
si-positive-average-ite-exam-grade |
title |
Enrollment in the supplemental instruction section is associated with significantly positive average individualized treatment effects on final exam score and course grade |
description |
Enrollment in the supplemental instruction section is associated with significantly positive average individualized treatment effects on final exam score and course grade |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-27 |
generated |
by process:wiki-ingest on 2026-10-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — beemer-2018 |
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