Transcript No Slide Title

AVID Program
Advancement Via
Individual Determination
[L. avidus]: eager for knowledge
Quick Write
• 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.
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
Source: U.S. Department of Commerce, Bureau of the Census. March Current
Population Surveys, 1971-2001, In The Condition of Education, 2002.
33 obtain at least a bachelor’s degree
93 graduate from high school
EdTrust, 2005
The Challenge
Of 100 African American
Kindergarteners...
The Challenge
Source: U.S. Department of Commerce, Bureau of the Census. March Current
Population Surveys, 1971-2001, In The Condition of Education, 2002.
18 obtain at least a bachelor’s degree
87 graduate from high school
EdTrust, 2005
The Challenge
Of 100 Hispanic
Kindergarteners...
The Challenge
Source: U.S. Department of Commerce, Bureau of the Census. March Current
Population Surveys, 1971-2001, In The Condition of Education, 2002.
11
obtain at least a
bachelor’s degree
63 graduate from high school
EdTrust, 2005
The Challenge
Percent in College Prep
2001 High School Graduates with College-Prep
Curriculum
50
African
American, Latino,
& Native
American youth
are less likely to
be enrolled in a
full college-prep
track.
46
39
25
22
21
Latino
Native
American
0
African
American
Asian
White
Source: Jay P. Greene, Public High School Graduation and College Readiness Rates in the
United States, Manhattan Institute, September 2003. Table 8.
The Challenge
Average Scores on AP Exams, 2003
5
Score (5-Point Scale)
4.5
4
White
3.5
Black
Hispanic
3
Asian/Pacific Islander
2.5
American
Indian/Alaska Native
2
1.5
1
1
Calculus
Averages combined from Calculus
AB and Calculus BC examinations.
English
Chemistry US History
Source: The College Board,
Advanced Placement Program,
National Summary Report 2003.
NCES, 2005
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; and
will 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 scores
2.0-3.5 GPA
College potential with support
Desire and determination
Meets One or More of the Following Criteria
First to attend college
Historically underserved in four-year colleges
Low income
Special circumstances
AVID Program Components
AVID Components
• A regularly scheduled academic elective class for
AVID Students
• Rigorous curriculum required for all students
• Trained college tutors for the AVID academic
elective
• An interdisciplinary AVID site team
• Parent workshops focusing on academic support
and college awareness
• Professional development focusing on AVID
methodologies of writing, inquiry, collaboration,
and critical reading -- WICR
• District, regional, and state support
AVID Program Essentials
1. 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 Learn
Writing Process
Focus Lessons
Timed Writing
Inquiry Method
Engage in skillful questioning
Higher level thinking
Respectful 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 covered
in 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 structure
Use 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:
Questioning
Summarizing
Clarifying
Predicting
AVID: Collaborative Support for the
Success of Underserved Students
AVID
Support
Staff
Colleges
and
Universities
Community
Parents
AVID
Coordinator
(AVID Elective
Teacher)
Student
Administration
Tutors
Subject
Area
Teachers
Counselors
AVID’s Support Structure for
Opening Access to Rigorous Curriculum
A Sample Week in AVID Elective
Daily or Block* Schedule
AVID Curriculum includes:
Writing Curriculum
College and Careers
Strategies for Success
AVID Tutorials Include:
Collaborative Study Groups
Writing Groups
Socratic Seminars
Development of AVID in a District
Core AVID
Program
IMPLEMENTATION
•Trained Regional and District
Directors
•Academic elective class
•Trained tutors
•Open access to rigorous
curriculum with support
•WICR
•Site team leadership
•Parent involvement
•College exploration
•Summer Institute
Schoolwide
Effort
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
Districtwide
Reform
MATURITY
•Executive leaders actively
participate in AVID
•College-readiness articulation
4-12
•Expanded AVID Path &
Summer Institute training
•College-going culture
and AP/IB enrollment: routine
•District policies reinforce
college-readiness at all levels
•District level multi-year plan
Changing High Schools
AVID Works
AVID: Decades of Success
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.
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.
Academic Preparation
Transcript Study:
“the single biggest predictor of
college success is
the quality and intensity of
students’ high school curriculum”
Cliff Adelman, Answers in the Tool Box, U.S. Department of
Education, 1999.
AVID Graduates
96% plan to enroll in a college or
university
68% plan to enroll in a four-year
university
28% plan to enroll in a two-year college
83% of parents have less than a four-year
college degree
Source: AVID Center Data Collection System, 2003-2004
Percentages have been rounded to the nearest whole percent
Ethnicity of AVID Students
The ethnic breakdown of the 103,724 AVID
students is:
•
•
•
•
•
•
•
Native American
Asian/Pacific Islander/Filipino
Hispanic
African American/Black
White
Multi-Racial
Declined to state
Source: AVID Center Data Collection System, 2003-2004
Percentages have been rounded to the nearest whole percent
0.7%
8.2%
48.5%
17.0%
23.9%
1.3%
0.4%
Completion of Four-Year College
Entrance Requirements
AVID students complete university entrance requirements at a much higher rate
than their non-AVID peers.
AP and College Success
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.
70
61
60
45
50
40
30
29
20
10
0
No AP
One AP
Tw o+ AP
Source: Camara, Wayne (2003). College Persistence,
Graduation, and Remediation. College Board Research
Notes (RN-19). New York, NY: College Board.
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Questions
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