The GPA advantage of high-use tutoring visitors held across math SAT score, high school GPA, ethnicity, and first-generation status¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? No significant interaction between visitation category and any of the four background conditions was found, so the main effect of visiting the TC held across all categories (Figures 2-5). → Cooper 2010

Evidence¶

Cooper 2010¶

Cooper, E. (2010). Tutoring Center Effectiveness: The Effect of Drop-In Tutoring. Journal of College Reading and Learning, 40(2). https://eric.ed.gov/?id=EJ887303 doi:10.1080/10790195.2010.10850328

q2 · i? · associational · r2

Interaction analyses comparing mean cumulative GPA across visit categories within math SAT score, high school GPA, ethnicity, and first-generation status, shown in Figures 2-5 for 200840. The article reports no significant interaction in any condition and that the >10-visit group's GPA was higher across all categories of each condition.

"First, in all four conditions there was no significant interaction between the three visitation categories therefore the main effect of visiting the TC holds across race/ethnicity, SA T score, high school GP A, and first generation status."

Discussion¶

Learner Variables¶

• Socioeconomic Status — moderator: an instructional effect differs by group

Related Claims¶

• Effects were larger in intervention schools with a higher percentage of economically disadvantaged students or a lower percentage of White students — the general claim this finding bears on, with the studies behind it
• Tutoring center visits showed a delayed significant correlation with cumulative GPA in subsequent quarters — related
• In one university's records, minority students visit a drop-in tutoring center more often than Caucasian students, while first-generation and other students do not differ in visits — reports the opposite
• High-use tutoring center visitors had significantly higher cumulative GPA than non-visitors, with the main difference between >10-visit and no-visit groups — related
• Tutoring center visits usually showed no significant difference in individual course performance, and sometimes tutored students performed worse — related
• Systematic racial, ethnic and gender differences in grades persist among students with the same test scores, attendance, courses and teachers — related