The International Observatory on Academic Achievement - Documentary search

File number :
PPEE-ISC-03e

Bibliographic reference :
Guthrie, L.F., & Guthrie, G.P. (2000). Longitudinal Research on AVID 1996-2000: Final Report. Burlingame, CA: Center for Research, Evaluation and Training in Education
<http://www.avidonline.org/>

Abstract :

Program Description
The Advancement Via Individual Determination (AVID) program was developed in the early 1980s by M.C. Swamson, a secondary school teacher from San Diego in the United States. In 2005, AVID is being used in 1900 schools across 36 U.S. states and fifteen countries.

This program was designed to help secondary school students showing some academic potential but poor grades, threatening to compromise their post-secondary education. For the most part, these students come from underprivileged backgrounds and ethnic or language minorities. The program provides these students with the support of a tutor, better means to take notes, intensive courses to develop their writing skills, motivational activities, and student-teacher discussions geared towards finding better learning strategies.

Assessment
L.F Guthrie and G.P. Guthrie of the Center for Research, Evaluation and Training in Education conducted a longitudinal study (1996-2000) based on two objectives: (1) to verify the program's effects on the academic performance (secondary school completion) of students in grades 6 to 8, and (2) to verify the program's effects on the post-secondary performance of students in secondary school grades 9 to 12. The first group was compared with students who did not benefit from the program. The performance indicators used were the accumulated grade point average for each level, course credit accumulation and standardized test scores. The students in the second group were asked to fill out questionnaires on their post-AVID school experience.

A Few Results
The AVID students in the first group had a secondary school grade point average of "C" and their scores on the standardized tests were still slightly below the national average. Nonetheless, they accumulated significantly more credits than the non-AVID student group. According to the researchers, this compensates for poorer results obtained in other evaluations. These students also proved to be better prepared for the demanding challenges and work required to pursue their secondary schooling. As for the students in the second group, they proved well-prepared for post-secondary education. The vast majority of these students were enrolled in college or university when the program assessment ended. Over three-quarter of them went as far as the fourth year in a college program, a rate three times higher than the national average.

For more details, log on to this Website:
http://www.avidcenter.org/

Links :
http://www.avidonline.org/

Key Words :
Ethnic Minorities, Language Minorities, Underprivileged Environments, Tutoring, Motivation, AVID, Longitudinal Study, Secondary/High School

Monitored Countries :
United States