This study is designed to assess the impact of online supplemental instructional modules in a required undergraduate political methods course with high withdrawal and fail rates. Specifically, we hope to answer the following questions: does the availability and use of our online supplementary educational modules improve student comprehension of course material? If so, to what extent? Using student demographic data, we hope to gain insight into which students benefit most from the availability and use of this content, and to what extent modules might address achievement, opportunity, and equity gaps among different demographics.