AVID Center, March 2015
LCAP Priorities and AVID Outcomes
The data presented below provides evidence that can be used to demonstrate that AVID will
support district data targets for the LCAP. The information presented gives a broad picture of
AVID's impact on student outcomes in California and nationally, and can help identify some of
the specific data that LCAP planners can use to document AVID student impacts in their own
districts.
Student Subgroups
Most AVID students are underserved—Latinos and African Americans—who may lack a
college-going tradition in their family and whose success is critical to closing the achievement
gap. Table 1 below identifies the ethnic background of secondary students in AVID across
California, compared to all of the students in the 1,211 secondary schools in California with the
AVID program.
Table 1
Demographic Characteristics of AVID Students
All Students in
1,211 CA Secondary
Schools with AVID
Native American
1.2%
Asian
10.5%
Pacific Islander
1.6%
Filipino
0.0%
Hispanic or Latino
52.8%
Black or African American
6.6%
White
24.1%
Multiracial
2.0%
Other
1.2%
Male
50.9%
Female
49.1%
Low-Income (federal free or reduced price
59.2%
lunch)
Total Number of Students
1,588,660
Students
in AVID
1.1%
7.0%
1.6%
0.0%
67.0%
7.0%
13.9%
1.8%
0.6%
40.5%
59.5%
70.4%
152,300
Source: AVID Center 2013–2014 California Division General Data Report.
AVID enrollment by gender: More female students than male students persist in AVID through
their high school years. Overall, the percentage of females in the AVID Elective increased in
each grade throughout high school, from 58.8% in grade 9 to 64.2% in grade 12. In the 2013–
2014 academic year, 41.2% of the AVID 9th-grade students were males; only 35.8% of the
AVID 12th-grade students were males.
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AVID Center, March 2015
Unduplicated Students
Socio-economic status doesn’t matter if students remain in AVID (Mehan, Villanueva, Hubbard
& Lintz, 1996; Watt, Yanez & Cossio, 2002; Guthrie & Guthrie, 2000; Watt, Huerta & Alkan,
2011; Watt, Huerta & Reyes, 2013).
AVID students often come from low-income, disadvantaged and challenged backgrounds, and
are more likely to be the first in their family to go to college. As documented below from the
AVID Center Data System, 69% of AVID high school graduates in California were low socioeconomic status, compared to 39% nationally.
For the class of 2010, 69% of low-income AVID high school graduates enrolled in a 2-year or 4year college or university the first fall after graduation, compared to 55% of all low-income high
school graduates nationally. AVID low-income graduates were more likely to enroll at a 4-year
college/university (52% compared to 30% of low-income graduates nationally). Once enrolled in
college, AVID graduates are more likely to persist in college: 92% of low socio-economic status
AVID students persisted to a second year of college, the same persistence rate as that of middle
to high socio-economic status AVID students.
Priority 4: Student Achievement
Overall Student Achievement
AVID Middle School Student Outcomes. For the 24,786 students in the 2012–2013 8th grade
AVID Cohort:

8,036 AVID eighth graders (32.4%) were enrolled in an Honors class.

92.4% were recommended for enrollment in a college prep sequence of courses in high
school.

31.6% completed an Honors or high-school-credit-bearing class, not algebra, with a grade
of “C” or better.

67.0% completed algebra or a higher math course with a “C” or better.

66.6% took either the PSAT or the ACT EXPLORE® Test.
AVID High School Student Outcomes. For the AVID Seniors in the Class of 2012 (16,081
seniors in the AVID class):

80.9% were in AVID for at least 3 years.

99.3% graduated on time.
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AVID Center, March 2015

92.5% completed 4-year college entrance requirements.

94.4% took the SAT and/or ACT exam.

68.7% took at least one AP/IB exam.

91.7% applied to a 4-year college.

85.5% were accepted at a 4-year college.

67.5% planned to attend a 4-year college; another 26.9% planned to attend a 2-year
college (for a total of 94.4% of AVID students planning to attend college the year after
graduating high school).
AP Test Takers (National Data). AVID schools increase enrollment in Advanced Placement and
other high-rigor courses (Watt, Powell & Mendiola, 2004; Watt, Powell, Mendiola & Cossio,
2006). AVID schools prepare more underrepresented students for college and enroll more
students into classes of high rigor (Watt, Yanez & Cossio, 2002; Watt, Powell & Mendiola,
2004; Watt, Huerta & Lozano, 2007).
Opening access to Advanced Placement courses for all students, regardless of ethnicity or
economic background, is essential for leveling the academic playing field. AVID students, who
take many AP tests every year, show greater ethnic diversity than AP test takers do overall:

60% of AVID students (68.7% of AVID seniors in California) took at least one AP exam;
only 32% of students across the United States took at least one AP exam.

64% of Hispanic or Latino students in AVID took at least one AP exam; only 31% of
Hispanic students across the United States took at least one AP exam.

50% of Black or African American students took at least one AP exam; only 21% of
Black or African American students across the United States took at least one AP exam.

48% of Native American students took at least one AP exam; only 21% of Native
American students across the United States took at least one AP exam.
In fact, the proportion of Latino students taking AP exams is almost five times higher among
AVID students than among United States students overall. 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. (AVID Senior Data Collection, 2012–
2013; College Board, 2013).
Completion of 4-Year College Entrance Requirements. AVID students complete university
entrance requirements at a much higher rate than their non-AVID peers (AVID Center, 20122013; Greene & Forster, 2003). Please note that national data is the most current comprehensive
data available:
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AVID Center, March 2015

Nationwide, 36% of high school students complete 4-year college entrance requirements.

In California, 92.7% of high school seniors participating in AVID completed 4-year
college entrance requirements.
This impact on completion of 4-year college entrance requirements is even larger for some ethnic
groups (note that these are national data, not California data):

22% of Hispanic high school seniors across the nation complete 4-year college entrance
requirements; 92% of Hispanic AVID seniors across the country completed 4-year
college entrance requirements.

25% of African American or Black high school seniors across the nation complete 4-year
college entrance requirements; 94% of African American or Black AVID seniors across
the country completed 4-year college entrance requirements.

21% of Native American high school seniors across the nation complete 4-year college
entrance requirements; 94% of Native American AVID seniors across the country
completed 4-year college entrance requirements.

39% of White high school seniors across the nation complete 4-year college entrance
requirements; 93% of White AVID seniors across the country completed 4-year college
entrance requirements.
Priority 5: Student Engagement
AVID students’ attendance rates improve and surpass the general population (Watt, Yanez &
Cossio, 2002; Black, Little, McCoach, Purcell & Siegle, 2008; Watt, Powell & Mendiola, 2004).
AVID seniors are retained in the program if they have a strong personal bond with their AVID
teacher and are in a program with a “family-like” atmosphere (Mendiola, Watt & Huerta 2010;
Watt, Johnston, Huerta, Mendiola & Alkan, 2008). Once in college, AVID graduates have higher
retention rates (Watt, Huerta & Alkan, 2011), and more AVID graduates are on track to graduate
(Watt, Huerta & Alkan, 2011; Watt, Powell & Mendiola, 2004).
AVID schools and districts increase graduation and completion rates compared to non-AVID
schools and districts (Watt, Powell, Mendiola & Cossio, 2006). Data for California is presented
below.
High School Graduation in California, 2010 (13,948 Students)

76% of AVID high school graduates in California were Latino or Hispanic, compared to
16% nationally.
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AVID Center, March 2015

7% of AVID high school graduates in California were Black or African American,
compared to 13% nationally.

12% of AVID high school graduates in California were White (not Hispanic), compared
to 63% nationally.

19% of AVID high school graduates in California reported their ethnicity to be “other,”
compared to 7% nationally.

65% of AVID high school graduates in California were female, compared to 47%
nationally.
AVID students often come from a low-income, disadvantaged and challenged background,
and are more likely to be the first in their family to go to college.

69% of AVID high school graduates in California were low socio-economic status,
compared to 39% nationally.

For 38% of the AVID high school graduates in California, their parents had not graduated
from high school; 25% had parents who had graduated from high school, and 36% had
parents who had attended college or university.
Priority 6: School Climate
Local data measures must be used to document school climate, including student suspension
rates, expulsion rates, and other local measures. This school climate data is not collected through
the AVID Data System.
Priority 7: Course Access
Schools with AVID expand their offerings of rigorous courses and improve course content,
critical thinking techniques, and rigor in existing courses (5). AVID schools prepare more
underrepresented students for college and enroll more into classes of high rigor (Watt, Yanez &
Cossio, 2002; Watt, Powell & Mendiola, 2004; Watt, Huerta & Lozano, 2007). AVID schools
increase enrollment in Advanced Placement and other high-rigor courses (Watt, Powell &
Mendiola, 2004; Watt, Powell, Mendiola & Cossio, 2006).
In the 2012–2013 academic year, a total of 30,805 AVID students enrolled in rigorous high
school courses by taking an AP, IB or Cambridge course (AVID Data System, 2012-2013):

11,814 12th graders (63.7% of all AVID seniors).

12,214 11th graders (56.4% of all AVID juniors).

6,245 10th graders (25.3% of all AVID sophomores).
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AVID Center, March 2015
Priority 8: Other Student Outcomes
One of the most impressive and consistent indicators of AVID’s success is the rate at which it
sends students to 4-year colleges: 86% of AVID graduates applied; 76% were accepted to 4-year
colleges or universities (AVID Senior Data Collection, 2012–2013).
AVID students change their postsecondary aspirations from 2-year to 4-year colleges (Lozano,
Watt & Huerta, 2009). Once in college, AVID graduates are more well-prepared than peers
(Watt, Huerta & Reyes, 2013; Watt, Huerta & Lozano, 2007; Mendiola, Watt & Huerta 2010),
and more AVID graduates are on track to graduate (Watt, Huerta & Alkan, 2011; Watt, Powell
& Mendiola, 2004).
AVID Students in College
Despite their demographic challenges, when viewed nationally, AVID students are enrolling at
4-year institutions at higher rates than their national counterparts. AVID Data reports document
that 71% of AVID graduates in 2010 enrolled at either a 2-year or 4-year college or university in
the fall of 2010, compared to 68% of all 2010 high school graduates nationally.

74% of African American AVID high school graduates enrolled at a 2-year or 4-year
college or university the first fall after graduation, compared to 61% of all African
American high school graduates nationally. AVID African American graduates were
more likely to enroll at a 4-year college/university (59% compared to 40% nationally).

68% of Hispanic or Latino AVID high school graduates enrolled at a 2-year or 4-year
college or university the first fall after graduation, compared to 60% of all Hispanic or
Latino high school graduates nationally. AVID Hispanic or Latino graduates were more
likely to enroll at a 4-year college/university (49% compared to 32% nationally).

76% of White (not Hispanic) AVID high school graduates enrolled at a 2-year or 4-year
college or university the first fall after graduation, compared to 69% of all White high
school graduates nationally. AVID White graduates were more likely to enroll at a 4-year
college/university (57% compared to 42% nationally).

69% of low-income AVID high school graduates enrolled at a 2-year or 4-year college or
university the first fall after graduation, compared to 55% of all low-income high school
graduates nationally. AVID low-income graduates were more likely to enroll at a 4-year
college/university (52% compared to 30% of low-income graduates nationally).
Persistence into the Second Year of College. Once students are enrolled in college, a number
of factors contribute to or correlate with whether they persist by enrolling again in their second
year. These factors may include student gender, ethnicity, socio-economic status or parents’ level
of education. Nationally, just under 70% of all students who entered college in 2010 persisted to
a second year of college at any institution (National Student Clearinghouse Research Center,
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AVID Center, March 2015
2014). However, nationwide AVID data demonstrates that the “AVID Effect” is significant and
fairly consistent across subgroups of students:

Ethnicity: 92% of African American and Hispanic or Latino AVID students persisted to a
second year of college, while 90% of White AVID students persisted to a second year.

Gender: 92% of female AVID students persisted to a second year of college, and 91% of
male AVID students persisted to a second year.

Socio-economic Status: 92% of low socio-economic status AVID students persisted to a
second year of college; 92% of middle to high socio-economic status AVID students
persisted to a second year.

Parent Education: 92% of AVID students whose parents did not graduate from high
school persisted to a second year of college, compared to a persistence rate of 91% for
AVID students whose parents graduated high school and 92% for AVID students whose
parents attended college or university.
References
AVID Center (2013-2014). AVID California Division General Data Report.
AVID Center (2012-2013). AVID senior data collection.
Black, A. C., Little, C. A., McCoach, D. B., Purcell, J. H., & Siegle, D. (2008). Advancement
Via Individual Determination: Method selection in conclusions about program effectiveness. The
Journal of Educational Research, 102(2), 111–124.
College Board (2013). The 9th Annual AP Report to the Nation, 2013, retrieved from
http://apreport.collegeboard.org/download-press-center).
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.
Guthrie, L. & Guthrie, G. (2000). Longitudinal research on AVID 1999–2000: Results from the
third follow-up data collection.
Huerta, J. J., Watt, K. M., & Butcher, J. T. (2013). Examining Advancement Via Individual
Determination (AVID) and its impact on middle school rigor and student preparedness.
American Secondary Education, 41(2), 24–37.
Lozano, A., Watt, K. M., & Huerta, J. (2009). A comparison study of 12th grade Hispanic
students’ college anticipations, aspirations, and college preparatory measures. American
Secondary Education, 38(1), 92–110.
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Mehan, H., Villanueva, I., Hubbard, L., & Lintz, A. (1996). Constructing school success: The
consequences of untracking low-achieving students. New York, NY: Cambridge University
Press.
Mendiola, I. D., Watt, K. M., & Huerta, J. (2010). The impact of Advancement Via Individual
Determination (AVID) on Mexican American students enrolled in a four-year university. Journal
of Hispanics in Higher Education, 9(3), 209–220.
National Student Clearinghouse Research Center (2014). Snapshot report: Persistence-retention.
Retrieved from http://nscresearchcenter.org/wp-content/uploads/SnapshotReport14PersistenceRetention-.pdf.
Watt, K. M., Huerta, J., & Alkan, E. (2011). Identifying predictors of college success through an
examination of AVID graduates’ college preparatory achievements. Journal of Hispanics in
Higher Education, 10(2), 120–133.
Watt, K. M., Huerta, J., & Reyes, P. (2013). An examination of AVID graduates’ college
preparatory postsecondary progress: Community college versus 4-year university students.
Journal of Hispanic Higher Education, 12(1), 86–101.
Watt, K. M., Huerta, J., & Lozano, A. (2007). A comparison study of AVID and GEAR UP
10th-grade students in two high schools in the Rio Grande Valley of Texas. Journal of Education
for Students Placed at Risk, 12(2), 1–29.
Watt, K. M., Johnston, D., Huerta, J., Mendiola, I. D., & Alkan, E. (2008). Retention of firstgeneration college-going seniors in the college preparatory program AVID. American Secondary
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Watt, K. M., Powell, C. A, & Mendiola, I. D. (2004). Implications of one comprehensive school
reform model for secondary school students underrepresented in higher education. Journal of
Education for Students Placed At Risk, 9(3), 241–259.
Watt, K. M., Powell, C. A., Mendiola, I. D. & Cossio G. (2006). Schoolwide impact and AVID:
How have selected Texas high schools addressed the new accountability measures? Journal of
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Watt, K., Yanez, D., & Cossio, G. (2002). AVID: A comprehensive school reform model for
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