AVID Program

Advancement Via Individual Determination

[L. avidus]: eager for knowledge

•Describe the single greatest inhibitor for low-income and/or minority students to access the most rigorous curriculum, which would ultimately prepare them to be ready for college.

Quick Write

The Challenge

Providing Access

The Challenge

Low Expectations:• 71% of students plan to attend

college.• 32% of teachers expect their

students to attend college.• 51% of parents believe their

children will attend college.

From report done by Pathways to College Network: Citing research by Metropolitan Life (2000) MetLife Survey of the American Teacher 2000.

The Challenge

Of 100 White Kindergarteners...

The Challenge

EdTrust, 2005

93 graduate from high school

33 obtain at least a bachelor’s degree

Source: U.S. Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, In The Condition of Education, 2002.

The Challenge

Of 100 African American

Kindergarteners...

The Challenge

EdTrust, 2005

87 graduate from high school

18 obtain at least a bachelor’s degree

Source: U.S. Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, In The Condition of Education, 2002.

The Challenge

Of 100 Hispanic Kindergarteners...

The Challenge

EdTrust, 2005

Source: U.S. Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, In The Condition of Education, 2002.

63 graduate from high school

11 obtain at least a

bachelor’s degree

African American, Latino, & Native American youth are less likely to be enrolled in a full college-prep track.

2001 High School Graduates with College-Prep Curriculum

25

46

22 21

39

0

50

AfricanAmerican

Asian Latino NativeAmerican

White

Per

cen

t in

Co

lle

ge

Pre

p

Source: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States, Manhattan Institute, September 2003. Table 8.

The Challenge

1

1.5

2

2.5

3

3.5

4

4.5

5

Calculus English Chemistry US History

Sco

re (

5-P

oin

t S

cale

) White

Black

Hispanic

Asian/Pacific Islander

AmericanIndian/Alaska Native

Average Scores on AP Exams, 2003

The Challenge

NCES, 20051 Averages combined from Calculus AB and Calculus BC examinations.

Source: The College Board, Advanced Placement Program, National Summary Report 2003.

The Challenge

Meeting the Challenge with AVID

What is AVID?

A structured, college preparatory program working directly with schools and districts

A direct support structure for first-generation college goers, grades 4-12

A schoolwide approach to curriculum and rigor working in over 2,700 middle schools and high schools in 39 states and 15 countries

A professional development program providing training throughout the U.S.

The Mission of AVID

The mission of AVID is to ensure that ALL students, and most especially the least served students who are in the middle:

will succeed in rigorous curriculum;will complete a rigorous college preparatory path;will enter mainstream activities of the school;will increase their enrollment in four-year colleges; andwill become educated and responsible participants and leaders in a democratic society.

AVID’s systemic approach is designed to support students and educators as they increase schoolwide/districtwide learning and performance.

The AVID Student Profile

Students With Academic Potential

Average to high test scores2.0-3.5 GPA College potential with supportDesire and determination

Meets One or More of the Following Criteria

First to attend collegeHistorically underserved in four-year collegesLow incomeSpecial circumstances

AVID Program Components

• A regularly scheduled academic elective class forAVID Students

• Rigorous curriculum required for all students

• Trained college tutors for the AVID academicelective

• An interdisciplinary AVID site team• Parent workshops focusing on academic supportand college awareness

• Professional development focusing on AVID methodologies of writing, inquiry, collaboration,and critical reading -- WICR

• District, regional, and state support

AVID Components

AVID Program Essentials1. AVID student selection

2. Voluntary participation

3. AVID elective class offered during the school day

4. Rigorous course and study

5. Writing and reading curriculum

6. Inquiry to promote critical reading

AVID Program Essentials (Continued)

7. Collaboration

8. Trained tutors

9. Data collection and analysis

10.District and school commitment

11.Active and interdisciplinary site team

Writing Curriculum

Writing to LearnWriting ProcessFocus LessonsTimed Writing

Inquiry Method

Engage in skillful questioningHigher level thinkingRespectful dialogue

Socratic Seminars:

“A form of structured discourse about ideas and moral dilemmas.”

Contribute to the development of vocabulary, listening skills, interpretive and comparative reading, textual analysis, synthesis and evaluation.

Develop student-centered dialogue which is at the heart of rigor.

Foster understanding of complex ideas and information.

Collaboration

Students ask, explore and answer questions.

Students are listeners, thinkers, speakers, and writers.

Students discover ideas and remember because they are actively involved.

Teacher becomes a coach, guiding

students in their learning.

Tutorials: Purpose

Create deeper understanding of concepts coveredin core content classes.Develop skills necessary to become self-directed learners.It's not just homework help!

Process

To push each other's thinking. AVID tutorials utilize an inquiry process.Tutors do not give answers; they facilitate the group's discovery with critical questions.Students reflect on their learning.

Reading to Learn

Connect to prior knowledge Understand text structureUse text-processing strategies (during and after reading)

Reciprocal Teaching

Reciprocal teaching is an instructional approach characterized by an interactive dialogue between the teacher and students in response to segments of a reading selection.

The dialogue is based on four processes:

QuestioningSummarizingClarifying Predicting

AVID: Collaborative Support for the Success of Underserved Students

Collegesand

UniversitiesCommunity

Parents

Administration

CounselorsSubjectArea

Teachers

Tutors

AVIDCoordinator

(AVID ElectiveTeacher)

AVIDSupportStaff

Student

AVID’s Support Structure for Opening Access to Rigorous Curriculum

A Sample Week in AVID ElectiveDaily or Block* Schedule

AVID Curriculum includes:

Writing Curriculum College and Careers Strategies for Success

AVID Tutorials Include:

Collaborative Study GroupsWriting GroupsSocratic Seminars

Core AVID

Program

Core AVID

Program

Schoolwide

Effort

Schoolwide

Effort

Districtwide

Reform

Districtwide

Reform

IMPLEMENTATION•Trained Regional and DistrictDirectors•Academic elective class•Trained tutors•Open access to rigorous curriculum with support•WICR•Site team leadership•Parent involvement•College exploration•Summer Institute

DEVELOPMENT•Multiple AVID sections & teachers•Systemic access to rigorous curriculum•Increased site team leadership•All teachers AVID trained •WICR across the curriculum•Schoolwide college-going culture•Multi-year site plan•AVID counselor in place

MATURITY•Executive leaders actively participate in AVID•College-readiness articulation4-12•Expanded AVID Path &Summer Institute training•College-going cultureand AP/IB enrollment: routine•District policies reinforce college-readiness at all levels•District level multi-year plan

Development of AVID in a District

AVID Works

Changing High Schools

For 26 years, AVID has served more than 200,000 students, becoming one of the most successful college-preparatory programs ever for low-income, underserved students in more than 2,000 U.S. schools in 39 states, Canada, and 15 other countries.

AVID: Decades of Success

Why AVID Works

Places AVID students in rigorous curriculum and gives them the support to achieve;

Provides the explicit “hidden curriculum” of schools;

Provides a team of students for positive peer identification; and

Redefines teacher’s role as that of student advocate.

Transcript Study: “the single biggest predictor of college success isthe quality and intensity of students’ high school curriculum”

Cliff Adelman, Answers in the Tool Box, U.S. Department of Education, 1999.

Academic Preparation

Source: AVID Center Data Collection System, 2003-2004

Percentages have been rounded to the nearest whole percent

AVID Graduates

96% plan to enroll in a college or university68% plan to enroll in a four-year university28% plan to enroll in a two-year college83% of parents have less than a four-year college degree

• Native American 0.7%• Asian/Pacific Islander/Filipino8.2%

• Hispanic 48.5%• African American/Black 17.0%

• White 23.9%• Multi-Racial 1.3%• Declined to state 0.4%Source: AVID Center Data Collection

System, 2003-2004

Percentages have been rounded to the nearest whole percent

The ethnic breakdown of the 103,724 AVID students is:

Ethnicity of AVID Students

Completion of Four-Year CollegeEntrance Requirements

AVID students complete university entrance requirements at a much higher ratethan their non-AVID peers.

Students who take AP courses and exams are much more likely than their peers to complete a bachelor’s degree in four years or less.

AP and College Success

Source: Camara, Wayne (2003). College Persistence, Graduation, and Remediation. College Board Research Notes (RN-19). New York, NY: College Board.

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