Social science students are often uninterested in studying statistics, and only take these courses because they are required. This disinterest can lead to lower performance. We employ regression analysis to examine the impact of attending Supplemental Instruction sessions on final grades earned in a required social sciences statistics course at a small, regional public Hispanic-serving institution in the Southwest United States. We find that attending voluntary Supplemental Instruction sessions is an effective way to help our predominantly Latinx and female student body improve their final grades. Collaborative learning programs can be important tools for improving academic outcomes for undergraduate students of diverse backgrounds taking required statistics courses.