The Challenge



2
56% of teachers expect three quarters of
students in their schools will need
remediation.
Low
42% of potential first-generation college
students
do not plan on college.
Expectations.
Only 23% of teachers expect three-quarters
of students in their schools to graduate
from college.
MetLife, Inc. (May 2011). The MetLife survey of the American teacher: Preparing students for college and careers.
New York, NY: MetLife, Inc.
The Impact of Higher Education
“… a good education for all citizens
is critical to the perpetuation of
democracy.”
Mary Catherine Swanson, AVID Founder
The San Diego Union-Tribune, Sept. 10, 2002
3
Why college readiness?
Will every student pursue higher education?
Not necessarily.
Should every student be prepared for and have
the option to attend college or pursue higher
education?
Absolutely!
4
College Readiness Defined

College readiness: the level of
preparation a student needs to enroll
and succeed—without remediation—in a
credit-bearing general education course
at a postsecondary institution that
offers a baccalaureate degree or
transfer to a baccalaureate program.
Dr. David Conley, Defining College Readiness
5
The Impact of Higher Education
Obtaining a college degree nearly doubles the opportunity for
employment over a high school degree
Professional Degree
Doctoral Degree
Master's Degree
Bachelor's Degree
Associate's Degree
Some college, no degree
High School Graduate
Less than High School Diploma
0
6
Data Source: Bureau of Labor Statistics, Current Population Survey
5
10
Unemployment Rate in 2011
15
Barriers to Higher Education
7

Teacher and school perceptions

Family fears/lack of resources

The peer group

Lack of academic preparation

“The Hidden Curriculum”

Increased competition for
college spaces
Advancement Via Individual Determination
[L. avidus]: eager for knowledge
What is AVID?




9
A schoolwide college readiness system
A structured approach to rigorous
curriculum
Direct support structure for
first-generation college students
Professional learning for educators
The AVID College Readiness System
AVID’s mission is to close the achievement gap by preparing all
students for college readiness and success in a global society.
10
The AVID College Readiness System
The AVID College Readiness System, available for
elementary, secondary, and higher education, is a
schoolwide, transformational effort focused on
instruction, systems, leadership, and culture, and
is designed to increase the number of students
who enroll and succeed in higher education
and in their lives beyond high school.
11
AVID closes the achievement gap
2014 AVID Elective seniors completing
four-year college entrance requirements
AVID U.S.
100%
95%
95%
92%
89%
U.S. Overall
92%
91%
93%
92%
80%
60%
49%
40%
21%
G
A
P
39%
25%
36%
22%
20%
0%
American Indian
Asian
Black or African
or Alaska Native AVID n = 1,913
American
AVID n = 159 U.S. n = 159,683 AVID n = 5,384
U.S. n = 36,808
U.S. n = 569,835
12
Filipino*
AVID n = 448
Hispanic or
Other*
Latino
AVID n = 2,108
AVID n = 20,789
U.S. n = 656,297
White (not
Overall
Hispanic)
AVID N = 36,450
AVID n = 5,393
U.S. N =
U.S. n =
4,051,598
2,537,481
AVID. (2014). AVID senior data collection: Study of 36,450 AVID seniors [Electronic Database].
Greene, J.P. and Forster, G. (2003). Public high school graduation and college readiness rates in the United States (Report No. 3). New York: Manhattan Institute
for Policy Research. *Filipino and Other not classified by Greene and Forster (2003)
National data represents the most current comprehensive data available
What does AVID do?




13
Develops readers and writers
Develops deep content knowledge
Teaches content-specific strategies
for reading, writing, thinking,
and speaking
Develops habits, skills, and
behaviors to use knowledge
and abilities
AVID and Common Core State Standards
Need info here from C&L
14
Common Ground
Common Core State Standards
To ensure our students are meeting college
and career expectations and are prepared to
succeed in our global economy and society.
AVID’s Mission
To close the achievement gap
by preparing all students for
college readiness and success
in a global society.
15
AVID aligns with the Common Core
Common Core State Standards
16
AVID
• Are aligned with college and work
expectations
• Is focused on preparing students to become
college and career ready
• Are clear, understandable, and consistent
• Is based on a clear set of 11 Essentials
• Include rigorous content and application
of knowledge through high-order skills
• Provides rigor in the classroom through
higher-level thinking activities
• Build upon strengths and lessons of
current state standards
• Supports the implementation of all state
standards in all content areas
• Are informed by other top-performing
countries so that all students are
prepared to succeed in our global
economy and society
• Prepares all students for college readiness
and success in a global society
• Are evidenced-based
• Is based on more than 30 years of data
Using AVID Strategies to Scaffold Learning
Depth
of
Knowledge
Level 4
Performance
Task/Product
-
{AVID Strategies}
Level 3
Cognitive Task
-
{AVID Strategies}
Level 2
Cognitive Task
-
{AVID Strategies}
Level 1
-
Cognitive Task
{AVID Strategies}
Student Performance Level
How AVID Works
18

Accelerates under-achieving students who have
potential into more rigorous courses

Teaches academic and social skills not targeted in
other classes

Provides intensive support with in-class tutors and
a strong student/teacher relationship

Creates a positive peer group for students

Develops a sense of hope and personal achievement
gained through hard work and determination
What is the most powerful influence on academic
achievement?
“When students, the ultimate consumer of
quality teaching, are asked
what this means to them, they are
unequivocal in their answer: a caring
teacher who accepts ‘no excuses’ and
who refuses to let them fail!”
Closing The Achievement Gap: A Vision For Changing Beliefs And Practices, 2006
19
AVID delivers results
 Raises student achievement
 Ensures college access
and success
 Closes opportunity and
expectation gaps
 Improves instruction by offering
meaningful and lasting professional
learning
20
2014 AVID Elective Seniors
 91% plan to enroll in a college or university
• 61% plan to enroll in a four-year university
• 30% plan to enroll in a two-year college
AVID. (2014). AVID senior data collection: Study of 36,448 AVID seniors [Electronic Database].
21
AVID Elective Graduates
2014 AVID Elective seniors who applied and were
accepted to a four-year college or university
100%
88%
78%
80%
60%
40%
20%
0%
Applied
22
Accepted
AVID. (2014). AVID senior data collection: Study of 36,220 AVID seniors [Electronic Database].
Completing College Entrance Requirements
AVID Elective students complete four-year college entrance
requirements at a rate at least two times higher than the national rate
100%
93%
93%
90%
89%
92%
89%
80%
70%
60%
50%
36%
40%
30%
20%
10%
0%
AVID CA
n = 16,762
23
AVID TX
n = 6,637
AVID FL
n = 2,328
AVID MD
n = 1,066
AVID WA
n = 978
AVID. (2014). AVID Elective senior data collection: Study of 27,771 AVID seniors [Electronic Database].
Greene, J.P. and Forster, G. (2003). Public high school graduation and college readiness rates in the United States (Report No. 3). New
York: Manhattan Institute for Policy Research.
National data represents the most current comprehensive data available.
Nation
N = 4,051,598
AP Test-Takers by Ethnicity
2014 high school graduates who took at least one AP exam
AVID
U.S. Overall
100%
80%
68%
65%
57%
60%
50%
40%
20%
33%
20%
33%
21%
0%
American Indian or Alaska Native
AVID n = 127
U.S. n = 30,229*
24
Black or African American
AVID n = 5,116
U.S. n = 438,317*
Hispanic or Latino
AVID n = 19,446
U.S. n = 568,301*
*Counts are approximations due to rounding.
AVID. (2014). AVID senior data collection: Study of 33,804 AVID seniors [Electronic Database].
The 10th annual AP report to the nation. (2014). Retrieved from College Board:
http://media.collegeboard.com/digitalServices/pdf/ap/rtn/10th-annual/10th-annual-ap-report-to-the-nation-single-page.pdf
Overall
AVID N = 33,804
U.S. N = 3,022,879
AVID Elective students participate in AP
High school graduates who took at least one AP exam
AVID
100%
U.S.
90%
80%
70%
60%
65%
60%
59%
50%
40%
30%
30%
32%
33%
20%
10%
0%
2011
AVID N = 27,608
U.S. N = 2,993,120
25
2012
AVID N = 32,799
U.S. N = 2,946,541
2013
AVID N = 33,804
U.S. N = 3,022,879
AVID. (2014). AVID senior data collection: Study of 94,211 AVID seniors [Electronic Database].
College Board. The 10th annual AP report to the nation. (2014). Retrieved from
http://media.collegeboard.com/digitalServices/pdf/ap/rtn/10th-annual/10th-annual-ap-report-to-the-nation-single-page.pdf
College Board. The 9th annual AP report to the nation. (2013). Retrieved from http://apreport.collegeboard.org/download-press-center
College Board. The 8th annual AP report to the nation. (2012). Retrieved from http://research.collegeboard.org/programs/ap/data/nation/2012
Schoolwide AVID
AVID is schoolwide when a strong AVID
system transforms the
• Instruction
• Systems
• Leadership
• Culture
ensuring college readiness for all AVID
Elective students and improved academic
performance for all students based on
increased opportunities.
26
Projected Short-Term Outcomes
Schoolwide AVID will support…
 Use of AVID strategies for learning
 Successful completion of rigorous
coursework
 Increase in student attendance
 Increase in student educational
aspirations
27
Projected Long-Term Outcomes
Schoolwide AVID will support…
 Increase in high school graduation rates
 Increase in completion of college entrance
requirements
 Increase in college applications
 Increase in college enrollment
 Increase in rigorous course offerings
28
The AVID Impact on Schools
 Increases enrollment in advanced academic
courses (Pre-AP/Honors) and increases the
rigor of all courses
 Implements instructional best practices for
all students in the school
 Creates a college-going culture throughout
the school
29
AVID is transformational
 The AVID System transforms individuals:
teachers, administrators, and students.
 AVID transforms campuses:
leadership, systems, instruction, and culture.
 AVID transforms communities:
One student, impacted by AVID, can create a
positive ripple effect throughout their family
and community, forever changing the course
of their lives.
AVID
and
Rigor
31
What is academic rigor?
AVID defines rigor as using inquirybased, collaborative strategies to
challenge and engage students in
content resulting in increasingly
complex levels of understanding.
32
Why Rigor Is Important
Students who take AP
courses and exams
are much more likely
than their peers to
complete a bachelor’s
degree in four years
or fewer.
70
60
Percentage of students graduating
from college in four years
61%
50
45%
40
30
29%
20
10
0
Source: Camara, Wayne. College Persistence, Graduation, and Remediation. College Board
Research Notes (RN-19). New York, NY: College Board.
33
No AP
One AP
Two+ AP
Conley on Rigor
“…Several studies found college faculty members
nationwide, regardless of the selectivity of the
institution, to be in near-universal agreement that
most students arrive unprepared for the
intellectual demands and expectations of
postsecondary faculty.”
– Dr. David Conley, College and Career Ready:
Helping All Students Succeed Beyond High School
34
Eighth Graders Taking Algebra
The number of AVID Elective 8th graders enrolled in Algebra
is more than 50% higher than the national average.
100%
90%
80%
70%
60%
60%
50%
39%
40%
30%
20%
10%
0%
AVID
35
Nation
AVID. (2014). AVID secondary data collection: Study of 73,608 AVID eighth graders [Electronic Database].
U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. (2010). Eighth-grade algebra:
Findings from the eighth-grade round of the early childhood longitudinal study, kindergarten class of 1998-99 (ECLS-K) (NCES
Publication No. 2010-016). Retrieved from http://nces.ed.gov/pubs2010/2010016.pdf
National data represents the most current comprehensive data available.
Impact of AP on Five-Year College
Graduation Rates
36
Student Group
AP Exam Grade of
3, 4, 5
AP Exam Grade of
1, 2
Took AP course but
not Exam
African American
28% higher
22% higher
16% higher
Hispanic
28% higher
12% higher
10% higher
White
33% higher
22% higher
20% higher
Low-Income
26% higher
17% higher
12% higher
Not Low-Income
34% higher
23% higher
19% higher
Dougherty, C., Mellor, L., & Jian, S. (2006). The relationship between Advanced Placement and college
graduation. National Center for Educational Accountability, 2005 AP Study Series (Report 1).
Who are AVID Elective students?
AVID Elective
Student
Demographic
Data
37
All AVID Elective Secondary Students
Demographics of AVID Elective secondary students in
2013-2014
American Indian or Alaska Native
Asian
Black or African American
Hispanic or Latino
Multi-Racial
White (not Hispanic)
Other
1%
5%
17%
50%
3%
21%
2%
Male
Female
Federal Free or Reduced Price Lunch
38
AVID. (2014). AVID secondary data collection: Study of 399,486 AVID secondary students [Electronic Database].
.
41%
59%
66%
2014 AVID Elective Seniors
Ethnicity of 2014 AVID seniors
0.4%
1%
1%
15%
1%
15%
5%
57%
39
5%
74% qualify for
free and reducedpriced lunch
American Indian or Alaska Native
Asian
Black or African American
Filipino
Hispanic or Latino
Multi-Racial (2 or more)
Other
Pacific Islander
White (not Hispanic)
AVID. (2014). AVID senior data collection: Study of 36,450 AVID seniors [Electronic Database].
2014 AVID Elective Seniors
2014 AVID
Elective
seniors'
parents'
highest
level
of of
education
2014
AVID Elective
seniors'
parents'
highest
level
education
Less than 8th Grade
6%
13%
12%
3%
8th Grade Graduate
Some High School
7%
15%
High School Graduate
Some College/University
18%
Two-Year College/University Degree
26%
Four-Year College/University Degree
Graduate Degree
40
AVID. (2014). AVID senior data collection: Study of 36,448 AVID seniors [Electronic Database].
Where is AVID?
AVID impacts more than 800,000 students in
44 states and 16 other countries/U.S. territories
41
AVID Elective
Student Profile
42
The AVID Elective Student Profile
Has academic potential
43

Average to high test scores

2.0–3.5 GPA

College potential with support

Desire and determination
The AVID Elective Student Profile
Meets one or more of the following criteria:

First in family to attend college

Historically underserved
in four-year colleges

Low-income

Special circumstances
AVID
11 Essentials
45
The 11 Essentials
1.
2.
3.
4.
5.
AVID student selection
Voluntary participation
AVID Elective course offered during the
school day
Enrollment in rigorous curriculum
Organizational skills
es·sen·tial - absolutely necessary; indispensable
46
The 11 Essentials
6. Writing and Reading to learn
7. Inquiry and Collaboration
8. Trained tutors
9. Data collection and analysis
10. School and resources committed
11. Active interdisciplinary site team
47
The AVID Elective
and AVID
Strategies
WICOR
49
WICOR
Writing






Writing process (prewrite to final draft)
Respond, revise
Edit, final draft
Cornell notes
Quickwrites
Learning logs, journals
WICOR
Inquiry






Skilled questioning
Socratic Seminars
Quickwrites/discussions
Critical-thinking activities
Writing questions
Open-minded activities
WICOR
Collaboration







Group projects
Response/edit/revision groups
Collaboration activities
Tutorials
Study groups
Jigsaw activities
Read-arounds
WICOR
Organization
Tools
 Binders
 Calendars, planners, agendas
 Graphic organizers
Methods
 Focused note-taking system
 Tutorials, study groups
 Project planning, SMART goals
WICOR
Reading






SQ5R (Survey, Question,
Read, Record, Recite,
Review, Reflect)
KWL (What I Know;
What to Learn; Learned)
Reciprocal teaching
Think-alouds
Text structure
Critical reading
A Sample Week in the AVID Elective
Daily or Block Schedule
Monday
Tuesday
Wednesday
Thursday
Friday
Binder Evaluation
AVID Curriculum
Tutorials
AVID Curriculum
Tutorials
Field Trips
Media Center
Speakers
Motivational
Combination for
Block Schedule
55
Curriculum:
 Writing
 College and Careers
 Strategies for Success
 Critical Reading
Combination for
Block Schedule
Tutorials:
 Collaborative Study Groups
 Writing Groups
 Socratic Seminars
Activities
(within block)
District-Sponsored Study of AVID:
Fairfax County Public Schools
56
School District Evaluates AVID
• Essential Question:
– When AVID was implemented as designed, did it
adequately prepare its students for college while
being an efficient use of allocated resources?
• Answer:
– Yes. When implemented with high levels of
fidelity, AVID was found to be highly successful in
preparing at-risk students for enrollment and
success in college.
57
District Background
• Large:
– Largest district in the state of Virginia
– 11th largest district in the U.S.
• Diverse:
– More than ½ of the student population is made
up of minority groups
– 27% qualify for free and reduced lunch
– 16% are English language learners
58
Measurements and Outcomes
Percent of Students Passing
100
AVID Elective Students Excel at
College Success Predictors
93%
89%
84%
78%
80
65%
60
45%
40
20
0
Chemisty EOC
One Course Beyond
Algebra II
AVID
59
Comparison
3 AP/IB
Measurements and Outcomes
• 94% of the AVID Elective seniors earned an
“Advanced” diploma
– Requires additional credits in Math, Science and
Language; plus a passing score on 9 EOC exams
• 82% of AVID Elective seniors were enrolled in
their 3rd year of college compared to 68% of
the matched group.
60
www.avid.org