Studies and Articles
College Access and Completion among Boys and Young Men of Color: Literature Review of Promising Practices
- In spite of being academically prepared, boys and young men of color still face obstacles in their pursuit of education. This literature review examines the gaps in college enrollment and persistence among this demographic, and identifies some of the promising programs and methods. AVID is described as one of the promising practices that would help boys and young men of color with college enrollment and completion because of its emphasis on strong relationships, effective instruction, academic rigor and support, and youth-centered practices.
CITATION: Dukakis, K, Duong, N., Ruise de Velasco, J., & Henderson, J. (2014). College Access and Completion among Boys and Young Men of Color. Stanford, CA: John W. Gardner Center for Youth and Their Communities.
The Advancement Via Individual Determination (AVID) Program: Providing Cultural Capital and College Access to Low-Income Students
- Cultural capital is a social construct, influenced by dominant cultural norms and values, which can be developed anywhere over time. It is a resource that can give students various social, economic, and educational advantages; however, it is argued by the author that it is unequally distributed. The AVID system is examined in this report as a mechanism in which educators and communities can use in order to best support students, particularly those lacking in social and academic supports.
CITATION: Bernhardt, P. (2013). The Advancement Via Individual Determination (AVID) Program: Providing Cultural Capital and College Access to Low-Income Students. The School Community Journal, 23(1), 203-222.
AVID-izing a High-Poverty Middle School: The Case of Magnolia Grove
- This case study features a high-poverty middle school in South Carolina, where the school’s leadership team and principal enacted AVID strategies to turn the school around to improve both student engagement and academic achievement.
- The principal and leadership team “AVIDized” the school successfully by utilizing leadership strategies systematically to implement schoolwide reform, resulting in an increase in student achievement.
- AVID was used by the school to effectively change its culture to one that embraced the philosophy that all students can achieve, given the right supports, which in turn solidified the school’s identity as a “family”.
CITATION: Klar, H.W., Brewer, C., Whitehouse, M.L. (2013). AVIDizing a High-Poverty Middle School: The Case of Magnolia Grove. The International Journal of Research and Practice on Student Engagement, 1(1), 9-23.
AVID System’s Impact on Diversity and Poverty Issues in Education
- Poverty and diversity issues remain to be a challenge in education for educators, students, and communities. In his discussion of these complex issues, the author features AVID as a system which positively impacts the educational gap created by poverty. As the site coordinator at the middle school campus being examined, the author illustrates how AVID strategies can shift the culture of a school campus into one where all students can be successfully prepared to go to college and beyond.
CITATION: Peabody Jr., P.T. (2012). Advancement Via Individual Determination (AVID) System's Impact on Diversity and Poverty Issues in Education. National Teacher Education Journal, 5(4), 21-24.
Advancement Via Individual Determination: Method Selection in Conclusions About Program Effectiveness
- Teachers found that AVID prepares students for advanced coursework and parents experienced an increase in their students’ investment in education.
- Students improved in their own behavior as well as their expectations for other students in their cluster.
- Results for students who started AVID in the second year of the school’s implementation were better than students starting AVID in the first year. This implies that implementation fidelity is key to successful program outcomes.
CITATION: Black, A.C., Little, C.A., McCoach, D.B., Purcell, J.H., & Siegle, D. (2008). Advancement Via Individual Determination: Method Selection in Conclusions About Program Effectiveness. The Journal of Educational Research, 102(2), 111-123.
Success at Every Step: How 23 Programs Support Youth on the Path to College and Beyond
- This publication by the American Youth Policy Forum (AYPF) was designed to help policymakers and practitioners learn about programs that have been effective in helping youth become ready for college and careers. AYPF’s profile on AVID features program evaluation findings, including AVID students’ improved college knowledge, likelihood that they are on-track to a rigorous curriculum for college readiness, and higher enrollment rates in advanced courses.
CITATION: Hooker, S. & Brand, B. (2009). Success at Every Step: How 23 Programs Support Youth on the Path to College and Beyond. Washington, DC: American Youth Policy Forum.
Pathways to Student Success: A Guide to Translating Good Interventions into Meaningful Impact | Executive Summary
- This guide for philanthropists aims to provide useful recommendations for communities who wish to invest their dollars into impactful work that will close the achievement gap. AVID is featured as one of the five programs that efficiently and systematically focus on closing the achievement gap for a comparatively low cost.
CITATION: Rhodes, H.J., Noonan, K., & Rosqueta, K. (2008). Pathways to Student Success: A Guide to Translating Good Intentions into Meaningful Impact. Philadelphia, PA: The Center for High Impact Philanthropy.
The Link Between High School Reform and College Access and Success for Low Income Minority Youth
- This report examines various school reform efforts that present evidence of college readiness and preparation for all students. Through their analysis, common practices that are often credited to improve the success of minority, low-income students are also discussed. AVID is featured as one of the promising school reform models because of its focus on improving college access and success for all students.
CITATION: Martinez, M. & Klopott, S. (2005). The Link Between High School Reform and College Access and Success for Low-Income and Minority Youth. Washington, DC: American Youth Policy Forum and Pathways to College Network.
What it Takes: Pre-K-12 Design Principles to Broaden Participation in Science, Technology, Engineering, and Mathematics, Part I, Part II
- There is a critical shortage of well-prepared American students in science, technology, and engineering professions. BEST, or Building Engineering and Science Talent, organized and gathered respected practitioners, researchers, and policymakers to determine the most effective practices across the country that develop the skills of underrepresented groups in pre-K through 12th grade, higher education, and the workplace. Among the programs reviewed and evaluated, AVID was one of the seven notable programs and the only one to have been widely disseminated.
CITATION: Building Engineering & Science Talent. (2004). What it Takes: Pre-K-12 Design Principles to Broaden Participation in Science, Technology, Engineering, and Mathematics. San Diego, CA.
District Studies and Evaluations
Back to main Research Page
- Fairfax County Public Schools
- Utilizing powerful student data, this district developed two studies in 2011 and 2013 to evaluate the impact of AVID with respect to implementation fidelity, college enrollment rates, and college persistence.
- Minneapolis Public Schools
- Three main outcomes are explored in this district evaluation to illustrate AVID’s impact: 1) student academic performance growth, 2) successful student preparation for a rigorous, college-level curriculum, and 3) student engagement.
- AVID/TOPS Madison Metropolitan School District & The Boys & Girls Club of Dane County
- The Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE) conducts research to assess the AVID/Teens of Promise program’s impact, focusing on three areas: engaging students, improving college knowledge, and vigorous academic preparation.
- Juniors in AVID/TOPS for three years showed significantly higher increases than non-AVID/TOPS students in:
- Cumulative GPAs
- Participation in AP/Honors courses
- Attendance rates
- Seniors in AVID/TOPS for four years had a significantly higher graduation rate and cumulative GPA than non-AVID/TOPS students.
- College Spark Washington-College Readiness Initiative: AVID & Navigation 101 | Infographic
- College Spark Washington is an organization that funds programs to help low-income students become ready for college and earn their degrees. In this interim report, AVID is one of the two programs evaluated and highlights AVID’s instructional strategies and the college readiness culture and personal connections AVID fosters.
- Houston Independent School District
- This report evaluates the effectiveness of AVID in the district with respect to student academic performance outcomes. In spite of financial challenges, this district evaluation highlights how AVID students were still able to make strides in developing their skills while taking a rigorous course load.