AVID Center Research and White Papers
AVID Teacher Leadership: Administrator and Teacher Perceptions of Leadership Attributes
- Teachers and administrators agree that a teacher’s personal attributes and attributes related to classroom environment are most important.
- Compared to teachers, administrators felt that certain leadership attributes are more important, such as open communication with the principal, creative problem solving, organizational skills, and respect for other teachers.
- Teachers rated effective classroom management, equitable learning opportunities, and high standards for all students as the most important attributes to have.
CITATION: Mills, S.J., Huerta, J.J., Watt, K.M., Martinez, J. (2014). AVID Teacher Leadership: Administrator and Teacher Perceptions of Leadership Attributes. Journal of School Leadership, 24(1), 146-163.
An Examination of AVID Graduates’ College Preparation and Postsecondary Progress: Community College Versus 4-year University Students
- 94% of the students in this study were enrolled in college for both the fall and spring semesters of the academic year immediately following high school graduation.
- Survey data indicate that the AVID elective and AVID teacher play a prominent role in helping students prepare for college, highlighting that certain AVID strategies, like Cornell note-taking, have “staying power” as tools that students use in their college courses.
- AVID graduates at postsecondary institutions were found to achieve intermediate outcomes of success, such as 1st year retention, at higher rates than their institutions’ student populations.
CITATION: Huerta, J., Watt, K.M., & Reyes, P. (2013). An Examination of AVID Graduates’ College Preparation and Postsecondary Progress: Community College Versus 4-Year University Students. Journal of Hispanic Higher Education, 12(1). 86-101.
Examining Advancement Via Individual Determination (AVID) and its Impact on Middle School Rigor and Student Preparedness
- Survey respondents noted that rigor and high standards of AVID permeated throughout their schools.
- The longer a student is engaged in college preparation activities and AVID in particular, the more prepared that student is for high school rigor and college readiness.
- AVID implementation is associated with an expansion of rigorous course offerings and improvement in course content and critical thinking techniques.
CITATION: Huerta, J.J., Watt, K.M., & Butcher, J.T. (2013). Examining Advancement Via Individual Determination (AVID) and its Impact on Middle School Rigor and Student Preparedness. American Secondary Education, 41(2).24-37.
Identifying Predictors of College Success Through an Examination of AVID Graduates’ College Preparatory Achievements
- Meeting the Texas Higher Education Readiness Component (HERC) in high school and taking college credit in high school were found to be significant predictors of college success.
- Despite being from groups that are underrepresented at the college level, AVID graduates showed greater retention rates and potential graduation rates than some state and national populations.
- Students who were on track to graduate from college had accumulated more college preparation achievements in high school than did students who were not on track to graduate.
CITATION: Watt, K.M., Huerta, J.J., & Alkan, E. (2011). Identifying Predictors of College Success Through an Examination of AVID Graduates’ College Preparatory Achievements. Journal of Hispanic Higher Education, 10(2), 120-133.
The Impact of AVID Professional Development on Teacher Perceptions of School Culture and Climate in the United States
- Proper AVID implementation is associated with more positive school culture and climate conditions
- Teachers may not see an immediate impact until after 5 years of implementation. People who taught AVID for 7 years or more rated AVID’s impact as being much higher than that of teachers who taught AVID for a fewer years.
- While teachers regarded AVID to have a slight to moderate impact on school culture and climate, teachers regarded AVID highly in regards to group openness, indicating that AVID may provide a venue for sharing ideas, beliefs, and values among stakeholders.
CITATION: Watt, K.M., Huerta, J., & Mills, S.J. (2010). The Impact of Advancement via Individual Determination (AVID) Professional Development on Teacher Perceptions of School Culture and Climate in the United States. International Journal of Educational Reform, 19(3), 172-184.
The Impact of AVID on Mexican-American Students Enrolled in a Four-Year University
- Students were better prepared for college due to participation in AVID and being exposed to rigorous curriculum.
- Students formed relationships and bonds with others which positively influenced their educational experiences in high school and college.
- Seventy-nine percent of the AVID students were “on track” to graduate from college within six years; the university in this study had a published six-year graduation rate of 28%.
CITATION: Mendiola, I.D., Watt, K.M., & Huerta, J. (2010), The Impact of Advancement Via Individual Determination (AVID) on Mexican American Students Enrolled in a 4-Year University. Journal of Hispanic Higher Education, 9(3), 209-220.
AVID Professional Development as a Predictor of Teacher Leadership in the U.S.
- Teacher leadership increases with each Summer Institute (SI) that a teacher attends.
- Teacher leadership increases as teachers attend more trainings and activities led by their district or regional director (DD/RD).
- AVID professional development positively impacts teacher leadership in new teachers with limited teaching experience as well as more experienced teachers with 18 or more years of experience.
CITATION: Watt, K.M. , Huerta, J., & Mills, S.J. (2010). Advancement Via Individual Determination (AVID) professional development as a predictor of teacher leadership in the United States. Professional Development in Education, 36(4), 547-562.
Retention of First-Generation College-Going Seniors in the College Preparatory Program AVID
- Students who felt nurtured stayed in AVID; personal bonds with the AVID teachers were important to continuing in the program for four years.
- School structural issues, such as scheduling, challenged some students yet they navigated their way around these barriers.
- The family-like atmosphere of AVID was important to students’ morale, self-esteem and determination.
CITATION: Watt, K.M., Johnston, D.J., Huerta, J., Mendiola, I.D., & Alkan, E. (2008). Retention of First-Generation College-Going Seniors in the College Preparatory Program AVID. American Secondary Education, 37(1), 17-40.
Leadership and AVID Implementation Levels in Four South Texas Border Schools
- Supportive and involved principals led to successful AVID comprehensive school reform (CSR) implementation efforts in the district of study, as reflected by their levels of certification.
- Shared responsibility and full participation, appropriate staff development, low teacher turnover, and appropriate resource allocation have been shown in this study to be key in successfully implementing AVID reform efforts.
- Administrative support in areas that do not involve financial resources, like providing common planning periods for Site Team members to share AVID strategies with other faculty members, were found to facilitate AVID implementation.
CITATION: Watt, K.M., Huerta, J., & Cossio, G. (2004). Leadership and AVID Implementation Levels in Four South Texas Border Schools. Catalyst for Change, 33(2), 10-14.
Implications of One Comprehensive School Reform Model for Secondary School Students Underrepresented in Higher Education
- All of the 10 AVID schools improved their accountability rating during the first four years of AVID implementation.
- AVID students outperformed their classmates on various standardized tests and attended school more often than their classmates.
- Advanced Placement course enrollment in each of the AVID schools is increasing, and more underrepresented students are being prepared for college.
CITATION: Watt, K.M., Powell, C.A., & Mendiola, I.D. (2004). Implications of One Comprehensive School Reform Model for Secondary School Students Underrepresented in Higher Education. Journal of Education for Students Placed at Risk, 9(3), 241-259.
The Magnificent Eight: AVID Best Practices Study
- All eight sites reported each of the eleven AVID Essentials as necessary, critical, or important components to the success of their programs.
- Each of the eight sites experienced positive schoolwide effects: use of data, raised expectations, adoption of AVID methodologies such as Cornell notes and student binders.
- Administrative support is critical to the growth and effectiveness of AVID.
CITATION: Center for Research, Evaluation, and Training in Education. (2002, March). The Magnificent Eight: AVID Best Practices Study. Burlington, CA: Guthrie, L.F. & Guthrie, G.P.
Longitudinal Research on AVID, 1999-2000: Final Report
- Enrollment in two years of middle school AVID provides students with the necessary early preparation to place them on track for gaining admission to 4-year colleges and universities.
- Students who took algebra in middle school earned significantly higher GPAs in high school, accumulated more college credits, and scored higher on standardized tests than those who did not.
- Of the 100 AVID graduates that were surveyed, 95% were enrolled in a college or a university.
- Nearly 75% reported attending 4-year colleges- a rate almost three times that of the state average.
CITATION: Center for Research, Evaluation, and Training in Education. (2000). Longitudinal Research on AVID 1999-2000: Final Report. Burlington, CA: Guthrie, L.F. & Guthrie, G.P.
- AVID Secondary Students’ College Enrollment and Persistence: What Equity Gaps?, AVID Center
- Preview: The following report is the first in a series of reports to examine Advancement Via Individual Determination (AVID) students’ enrollment and persistence in college. In future reports, program components and other data sources will be linked to this information for more thorough investigations into AVID students’ preparation for college enrollment and success. View our press release here.
- Florida State Senate Report on AVID Student Outcomes, AVID Center
- Preview: The current study was intended to investigate rigorous course enrollment and achievement among students enrolled at nine school districts in the state of Florida. Specifically, questions regarding differences between AVID and non-AVID students, socio-economic levels, and ethnic categories were explored.
- Validation of the AVID Certification Self-Study: A Measure of AVID Secondary Program Implementation Fidelity
- Preview: The Eleven Essentials and Certification Self-Study (CSS) were developed to assist AVID schools in the implementation of AVID and provide the AVID Center with information necessary to monitor the quality, consistency, and implementation fidelity of AVID programs around the world.
- Preview: The implementation of AVID appears to have a positive impact on school attendance rates within the AVID student population.
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- Wall of Fame, Jonathan Freedman
- Preview: How did one young teacher in one small classroom defy the education hierarchy; inspire, cajole, and prod disadvantaged students to determine their own destinies; and revolutionize public schools? This is the AVID story – the 20-year learning adventure of Mary Catherine and her students.
- Constructing School Success: The Consequences of Untracking Low-Achieving Students
- Preview: This is a book based on several years of research on high school AVID programs in San Diego City Schools. Read the abstract here.