Highlights from AVID Graduate Research:
- AVID sends one third more students to 4-year colleges than the local and national average.
- African American AVID students, whether they participate in AVID for one or three years, are enrolling in college at rates which are considerably higher than the local and national average.
- Students who participate in AVID enroll more often than students who don't participate, and the longer students enroll in AVID, the better is their college enrollment record.
- AVID students are staying in college once they enroll; 89% of those who started are in college two years later.
- In short, the capital that students bring with them into the program does not seem to be as important as the capital that the students accrue while they are in the program.
More than twice the percentage of students with two years of middle school AVID took three or more AP classes than those with only one year or no AVID experience in middle school.
Highlights from AVID Middle School Research: How did AVID change the school
Data from the AVID website - https://www.avid.org/resourcesTraining that AVID Educators receiveWhat makes AVID different from other programs is the continuous training for educators. There are many opportunities for teachers to enhance their skills. For one week in the summer, teachers have attended the National Conference where teachers receive a comprehensive week of advanced instruction. This week gives AVID teachers time to collaborate with colleagues, in their school, and around the country, and to focus on best practice instruction.
- Each site utilized data to assess and improve teaching methods.
- Transformation of school culture and school-wide use of AVID occurred through fidelity to the 11 AVID essentials, professional development and use of data.
- Increased creation of and enrollment in AP and honors courses occurred on nearly every campus.
- AVID students represented 17-47% of AP enrolled students (on four campuses).
- District support for AVID tutorials was a key factor.
Students improved in their own behavior as well as their expectations for other students in their cluster.
The AVID teacher believes the following:
- All students deserve to be exposed to academic rigor
- Ongoing professional development improves and supports effective instruction
- Teachers should work in a collaborative environment
- Data drives school improvement decisions
- Support helps students and teachers excel
Essentially, it is an AVID teacher's belief that the goal is to "increase learning for all students while closing the achievement gap between disadvantaged and non-disadvantaged students."