June 2014
AVID Center
Grant Program Overview: The GAINING EARLY AWARENESS &
READINESS FOR UNDERGRADUATE PROGRAMS (GEAR UP)
GEAR UP Program Overview
Program Purpose, Objectives and Performance Measures:
The GEAR UP program is designed to significantly increase the number of low-income students
who are prepared to enter and succeed in postsecondary education. GEAR UP provides six- or
seven-year grants to partnerships to provide services at high-poverty middle and high schools
and through the first year of college.
GEAR UP grantees serve an entire cohort of students beginning no later than the seventh grade
(in a participating school in which at least 50 percent of the students enrolled are eligible for free
or reduced-price lunch) and follow the cohort through high school. The services include:
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Providing information regarding financial aid for postsecondary education to participating
students in the cohort,
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Encouraging student enrollment in rigorous and challenging curricula and coursework in
order to reduce the need for remediation at the postsecondary level, and
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Improving the number of participating students who obtain a secondary school diploma and
complete applications for and enroll in a program of postsecondary education.
The objectives of the GEAR UP Program are:
Objective 1: Increase the academic performance and preparation for post-secondary education
of participating students.
Objective 2: Increase the rate of high school graduation and participation in post-secondary
education of participating students.
Objective 3: Increase educational expectations for participating students and student and
family knowledge of postsecondary education options, preparation, and financing.
Performance measures used to track progress toward achieving the program’s goals include:
1. The percentage of GEAR UP students who pass Pre-algebra by the end of 8th grade.
2. The percentage of GEAR UP students who pass Algebra 1 by the end of 9th grade.
3. The percentage of GEAR UP students who take two years of mathematics beyond Algebra 1
by the 12th grade.
4. The percentage of GEAR UP students who graduate from high school.
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5. The percentage of GEAR UP students and former GEAR UP students who are enrolled in
college.
6. The percentage of GEAR UP students who place into College-level Math and English
without need for remediation.
7. The percentage of current GEAR UP students and former GEAR UP students enrolled in
college who are on track to graduate college.
8. The percentage of GEAR UP students who complete the Free Application for Federal
Student Aid.
9. The percentage of GEAR UP students who are on track for graduation at the end of each
grade.
10. The percentage of GEAR UP students who are on track to apply for college as measured by
completion of the SAT or ACT by the end of 11th grade.
11. The percentage of parents of GEAR UP students who actively engage in activities associated
with assisting students in their academic preparation for college.
Eligible Applicants:
A Partnership Grant application must be submitted on behalf of a partnership that includes:
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One or more local educational agencies (school districts)
One or more degree granting institutions of higher education (IHE).
Not less than two other community organizations or entities, such as businesses, professional
organizations, State agencies, institutions or agencies sponsoring programs authorized under
the Leveraging Educational Assistance Partnership (LEAP) Program, or other public or
private agencies or organizations.
The application must be submitted on behalf of the Partnership by either an LEA or an IHE that
is a Partnership member and that will serve as the Partnership’s Fiscal Agent.
Funding Available and Matching Funds:
Estimated Available Funds: $37,762,760
Estimated Range of Awards: $100,000-$7,000,000
Estimated Average Size of Awards: $1,200,000
Estimated Number of Awards: 31
Maximum Award: GEAR UP will not fund any application for a partnership grant above the
maximum award of $800 per student for a single budget period of 12 months. Additionally, no
funding will be awarded for increases in budget after the first 12-month budget period.
Partnership applicants are required to provide, from State, local, institutional, or private funds,
not less than 50 percent of the cost of the program (or $1 of non-Federal funds for every dollar of
Federal funds awarded). Matching funds may be provided in cash or in kind, and must
supplement and not supplant funds expended for existing programs. Applicants that can prove
economic hardship may request a waiver of part of the matching contribution. Please see the
program announcement for more detail about the matching requirements.
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Competitive Priorities:
These priorities are designed to encourage applicants to connect their GEAR UP projects to
existing federal and state reforms in the areas of increasing postsecondary success and focusing
on Promise Zones.
Competitive Preference Priority 1 (up to 5 additional points): Projects that are designed to
address one or more of the following priority areas: (a) Increasing the number and proportion of
high needs students who are academically prepared for and enroll in college or other
postsecondary training (b) Increasing the number and proportion of high needs students who
enroll in and complete high-quality programs of study designed to lead to a postsecondary
degree, credential, or certificate.
Competitive Preference Priority 2 (up to 3 points): Projects that are designed to serve and
coordinate with a federally designated Promise Zone. There will be 20 designated Promise Zones
over the next 3 years. The first five zones are:
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Philadelphia
San Antonio
Los Angeles
Kentucky Highlands Promise Zone
Choctaw Nation of Oklahoma
Invitational Priority: Development of Non-Cognitive Skills
An Invitational Priority will be given to projects that include strategies to improve students’ noncognitive skills and behaviors, including academic mindset, perseverance, motivation, and
mastery of social and emotional skills that improve student success.
Project Design and Development
All GEAR UP grant applications must include the following components:
1. Required Activities: Each grantee must provide comprehensive mentoring, outreach, and
supportive services to students participating in the programs under this chapter. Such
activities shall include the following:
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Providing information regarding financial aid for postsecondary education to
participating students in the cohort
Encouraging student enrollment in rigorous and challenging curricula and
coursework, in order to reduce the need for remedial coursework at the
postsecondary level.
Improving the number of participating students who obtain a secondary school
diploma; and complete applications for and enroll in a program of postsecondary
education.
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2. Other Permissible Activities: In additional to the above required activities, grantees may
use grant funds to carry out one or more of the following activities:
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Providing tutors and mentors for eligible students.
Conducting outreach activities to recruit priority students to participate in program
activities.
Providing supportive services to eligible students.
Supporting the development or implementation of rigorous academic curricula, which
may include college preparatory, Advanced Placement, or International Baccalaureate
programs, and providing participating students access to rigorous core academic
courses that reflect challenging State academic standards.
Supporting dual or concurrent enrollment programs between the secondary school
and institution of higher education partners
Providing special programs or tutoring in science, technology, engineering, or
mathematics.
Introducing eligible students to institutions of higher education, through trips and
school-based sessions.
Providing an intensive extended school day, school year, or summer program that
offers additional academic classes or assistance with college admission applications.
Providing other activities designed to ensure secondary school completion and
postsecondary education enrollment of at-risk children, such as after-school and
summer tutoring, assistance to at-risk children in obtaining summer jobs; academic
counseling; financial literacy and economic literacy education or counseling; peer
counselors; skills assessments; personal and family counseling, and home visits; staff
development; and programs and activities specially designed for students who are
limited English proficient.
Enabling eligible students to enroll in Advanced Placement or International
Baccalaureate courses, or college entrance examination preparation courses.
Providing services to eligible students in the participating cohort through the first year
of attendance at an institution of higher education.
Fostering and improving parent and family involvement in elementary and secondary
education by promoting the advantages of a college education, and emphasizing
academic admission requirements and the need to take college preparation courses,
through parent engagement and leadership activities.
Disseminating information that promotes the importance of higher education,
explains college preparation and admission requirements, and raises awareness of the
resources and services provided by the eligible entities to eligible students, their
families, and communities.
3. A Partnership must use a whole grade (cohort) approach. That is, a Partnership must
provide services to all students in the participating grade levels, rather than a selected
group of students. Services must be provided to a cohort starting no later than the 7th
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grade and continuing through high school. The cohort approach requires that services
must be provided to all students in a participating grade level or “cohort” until that grade
level moves on to the next school (for example, moving from middle school to high
school). Once the cohort moves on to another school (for example, moving from middle
school to high school), a GEAR UP project must continue to provide services to at least
those students in the cohort who attend participating secondary schools that enroll a
substantial majority of the students in the cohort.
4. Ensure that the services are provided through the 12th grade to students in the
participating grade level. Partnerships have the option of applying for a 7th year.
Partnerships that apply for a seventh year of the grant are required to provide continued
services through the students’ first year of attendance at an institution of higher
education.
5. Provide services to students who have received services under a previous GEAR UP
grant award but have not yet completed the 12th grade.
21st Century Scholar Certificates: Each student in a GEAR UP project will receive, through the
program, a “21st Century Scholar Certificate” from the Secretary of Education. These certificates
will be personalized by the grantee and will indicate the amount of Federal financial aid for
college that a student may be eligible to receive.
Evaluation plan: A strong evaluation plan should shape the development of the project from the
beginning to the end of the grant period. The evaluation plan should include benchmarks to
monitor progress toward meeting specific project objectives and a summative evaluation
approach for assessing the likely contribution of the project to improving student outcomes,
particularly those identified in Program performance reporting. Please see the program
announcement for more detail about the evaluation plan.
Selection Criteria
1. Need for Project (15 POINTS):
 The magnitude or severity of the problem to be addressed by the proposed project; and
 The extent to which specific gaps or weaknesses in services, infrastructure, or
opportunities have been identified and will be addressed by the proposed project,
including the nature and magnitude of those gaps or weaknesses.
2. Quality of Project Design (15 POINTS):
 The extent to which the goals, objectives, and outcomes to be achieved by the proposed
project are clearly specified and measurable;
 The extent to which the project design reflects up-to-date research and the replication of
effective practices; and
 The extent to which the project supports systemic changes from which future cohorts of
students will benefit.
 The extent to which the proposed project is supported by strong theory.
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3. Quality of Project Services (15 POINTS):
 The extent to which the project services are likely to increase the percentage of students
taking rigorous courses that reflect challenging academic standards and reduce the need
for remedial education at the postsecondary level; increase the percentage of secondary
school completion; increase students’ knowledge of and access to financial assistance for
postsecondary education; increase the percentage of students enrolling and succeeding in
postsecondary education; and appropriate to the needs of the intended recipients or
beneficiaries of those services; and
 The extent to which the services to be provided by the proposed project involve the
collaboration of appropriate partners for maximizing the effectiveness of project services.
4. Quality of Project Personnel (10 POINTS):
 The qualifications, including relevant training and experience, of the project director or
principal investigator; and
 The qualifications, including relevant training and experience, of key personnel.
5. Quality of the Management Plan (10 POINTS):
 The adequacy of the management plan to achieve the objectives of the proposed project
on time and within budget, including clearly defined responsibilities, timelines, and
milestones for accomplishing project tasks;
 The adequacy of procedures for ensuring feedback and continuous improvement in the
operation of the proposed project;
 The extent to which the time commitments of the project director and other key
project personnel are appropriate and adequate to meet the objectives of the proposed
project; and
 How the applicant will ensure that a diversity of perspectives are brought to bear in the
operation of the proposed project, including those of parents, teachers, the business
community, a variety of disciplinary and professional fields, recipients or beneficiaries of
services, or others, as appropriate.
6. Quality of the Project Evaluation (20 POINTS):
 The extent to which the methods of evaluation are thorough, feasible, and appropriate to
the goals, objectives, and outcomes of the proposed project.
 The extent to which the methods of evaluation include the use of objective performance
measures that are clearly related to the intended outcomes of the project and will produce
quantitative and qualitative data to the extent possible; and
 The extent to which the methods of evaluation will provide performance feedback and
permit periodic assessment of progress toward achieving intended outcomes.
 The extent to which the evaluation will provide guidance about effective strategies
suitable for replication or testing in other settings.
 The extent to which the methods of evaluation will, if well-implemented, produce
evidence of promise.
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7. Adequacy of Resources (15 POINTS):
 The adequacy of support, including facilities, equipment, supplies and other resources,
from the applicant organization or the lead applicant organization;
 The relevance and demonstrated commitment of each partner in the proposed project to
the implementation and success of the project;
 The extent to which the costs are reasonable in relation to the number of persons to be
served and to the anticipated results and benefits; and
 The potential for continued support of the project after Federal funding ends, including,
as appropriate, the demonstrated commitment of appropriate entities to such support.
8. Competitive Preference Priorities 1 (5 POINTS):
 Increasing the number and proportion of high-need students who are academically
prepared for and enroll in college or other postsecondary education training.
 Increasing the number and proportion of high-need students who enroll in and complete
high-quality programs of study designed to lead to a postsecondary degree, credential, or
certificate.
9. Competitive Preference Priorities 2 (3 POINTS):
 Projects that are designed to serve and coordinate with a federally designated Promise
Zones.
10. Invitational Priority
 Applications from eligible entities that plan to incorporate strategies and interventions to
strengthen traditionally underserved students' non-cognitive skills, so that they are able to
pursue a successful path to high school graduation and college success.
The AVID System Can be a Strong Foundation for a GEAR UP Program
Please see the AVID/GEAR UP Alignment Chart for AVID alignment to specific GEAR UP
objectives and priorities.
AVID is an extensive teacher and student support system that can be an important
component of an effective early intervention program. AVID targets B, C and even D
students in secondary school who want to go to college but are not achieving at the level needed
to reach that goal. AVID places these students in college preparatory classes (including honors
and advanced placement classes), and then provides them a scaffold of social and academic
structures to help them succeed. These structures include an AVID elective that helps motivate
students as they develop career and educational goals and that teaches them study skills and
college preparation; inquiry-driven problem solving to support achievement in rigorous academic
classes; curriculum and inquiry-based teaching and learning methodologies that stress writing,
reading and collaboration; and extensive professional development that prepares teachers and
school leaders to implement the program. AVID helps students understand why they need to be
in school (by learning about career options), what they need to learn to achieve their goals, and
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how to study and learn. Most importantly, AVID helps under-achieving students develop a
vision of their future that includes success in college, careers and in life.
AVID Supports Rigorous Academic Coursework. AVID places students in college
preparatory classes (including honors and advanced placement classes), and then provides them a
scaffold of social and academic structures to help them succeed. AVID students become more
engaged in school as they progress through AVID. They develop an understanding of their
postsecondary options, explore careers and set goals, and learn what it takes to achieve those
goals. They learn about colleges, the college entrance process, costs and financial aid. AVID
students develop the academic skills they need to complete high school and success in college.
The AVID Elective and Schoolwide System for Middle & High Schools provides academic
support and enrichment to students via the AVID Elective course and by implementing the
proven AVID instructional methodologies, curriculum resources and best practices in content
area classes across school campuses to create a college-going culture and commitment to student
success. The key components of the AVID College Readiness System are:
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The AVID Elective. Each participating middle school or high school student enrolls in an
AVID elective course, which is a part of the student’s regular schedule. The course
meets daily (or less often for longer periods if the school is on an alternative schedule).
Two of the five class periods per week focus on academic training and college entry
skills. On these days, students learn study skills, notetaking, time management, critical
reading, library research, test preparation, essay writing, test-taking strategies and how to
write college entrance essays and prepare for entrance exams. One of the five class
periods each week focuses on career exploration, understanding the academic preparation
required for career choices, and researching colleges. The final two class periods per
week are spent in AVID tutorials, collaborative inquiry groups conducted by college and
peer tutors trained in inquiry-based collaborative coaching techniques. Students
participate in these tutorial groups to both support their success in their college
preparation courses and to help develop the social support that comes from intense
studying with classmates.
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AVID Teaching Methodology. “AVID Methodology” is not about changing curriculum –
it is about providing most students access to a rigorous college preparatory curriculum,
and providing professional development teachers who learn proven strategies to better
serve the learning needs of all students. The teaching methodologies most effective in
this quest include Writing as a Tool for Learning; an Emphasis on Inquiry; a
Collaborative Approach; Organization of Learning and Self; and Reading to Learn
(WICOR).
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AVID Curriculum. To provide teachers with the tools needed to support students in their
academic achievement, the AVID program provides rigorous, sequential curriculum
materials and extensive professional development to teams of teachers from participating
schools. AVID provides “Write Path” curriculum materials and professional development
in English Language Arts, Mathematics, History/Social Science, and science. Curriculum
materials are available for Advanced Placement courses in all of these content areas.
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AVID also provides curriculum designed to support the teaching of critical reading and
writing strategies to English Language Learners. The AVID Tutorial Support Guide
helps teachers enhance the skills of tutors by modeling and practicing effective group
strategies, higher-order questioning techniques, writing review and collaborative problem
solving.
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AVID School Site Teams. Each participating school forms an interdisciplinary team of
content-area teachers, counselors and administrators to lead the implementation of the
AVID program. The team sets quantifiable goals for school improvement based on site
data. Intensive professional development is provided to members of the school team to
prepare them to implement and expand the AVID program. AVID professional
development activities include the AVID Summer Institute, a three day intensive training
event attended by the entire site team; school site-based training sessions that focus on
using the AVID Path series curriculum in content area courses; web-based seminars and
E-Learning courses on AVID principles and implementation; monthly site team meetings
to reinforce the AVID training and develop the team’s leadership; and ongoing and
sustained monitoring and coaching for the school site.
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AVID Professional Development for Educators. Teachers and administrators at each
school site and district can access a number of AVID professional development offerings
in order to expand the impact of the AVID System schoolwide.
AVID offers articulated programs for middle school and high school students. AVID offers
curriculum for both middle school and high school programs. Curriculum and materials for
summer bridge programs also are available.
AVID has a strong track record of success. AVID has supported student achievement for 34
years. The AVID College Readiness System has been adopted by over 4,900 schools in 45 states
and 16 countries and U.S. Territories. AVID Center provides staff development for over 25,000
educators each year, serves more than 700,000 students annually in grades k-12 and 41
Postsecondary Institutes.
AVID has proven to be one of the most effective ways to increase the likelihood that a young
person who comes from a low-income family will graduate from high school and go on to enroll
in postsecondary education with no need for remediation. Most AVID students are
underrepresented minorities – about 50% are Hispanic (only 20% of all school-age children
nationally are Hispanic), and 18% are African-American (compared to the national average of
15.3% of school-age children).i Many of these students do not have a college-going tradition in
their families.
AVID significantly closes the achievement gaps between groups of students. About 93% of
AVID students complete course requirements for admission to a four-year college or university,
compared to 36% nationally. The proportions of AVID students who completed these course
loads were nearly consistent for each sub-group of students (see table below), with a gap of only
9 percentage points from the highest performing to the lowest. That gap nationally is 28
percentage points.
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Percentage of Students Completing Four-Year College Admission Requirements
Native American
Asian
African American
Hispanic
White
Total
AVID
84%
95%
94%
92%
93%
93%
U.S. Overall
21%
49%
25%
22%
39%
36%
AVID also increases student achievement through high school graduation. A project tracking
AVID students in Texas found that 98% of the students who had completed three or more years
of AVID graduated from high school with a recommended or distinguished diploma; only 81%
of the students not in AVID graduated from high school with more than the minimum level
diploma. Students with 3 or more years of AVID were more likely to enroll in higher education
the fall after graduating high school (65% vs. 53% for students without AVID) and return for a
second year of college (54% for AVID students, 46% for other students).ii
The academic success of AVID students helps close the achievement gap in other ways as well:iii
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AVID students are much more likely to take algebra in eighth grade – 55% of grade 8 AVID
students compared to 34% nationwide. Students who take algebra in eighth grade are
prepared for more advanced coursework in math and science in high school. They also are
more likely to attend and graduate from college than are eighth graders who do not take
algebra.
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AVID opens access to Advanced Placement courses for minority students. The proportion of
Hispanic students taking AP exams is almost five times higher among AVID students (at
57%) than among U.S. students overall (12%).
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AVID students are more likely to graduate from high school. In California, for example,
99.5% of high school seniors in AVID graduate from high school, compared to only 82.4%
of all high school seniors statewide. In Texas, over 95% of high school seniors in AVID
graduate, compared to 89.9% of all high school seniors statewide.
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Minority students who participate in AVID are much more likely to enroll in a four-year
college. Over half (55%) of the AVID African-American students who participated in AVID
for three years enrolled in four-year colleges, compared to a national average of 33%, and
43% of the Latino students who participated in AVID enrolled in four-year colleges,
compared to the national average of 29%.
AVID creates a college-going culture in the participating schools. Although AVID was
originally developed to meet the needs of underachieving ethnic and linguistic minority and lowincome students, its implementation at a site often results in the complete transformation of the
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academic, college-going culture of the school. As AVID grows and becomes embedded in the
school, teacher belief systems change. This supports whole school change. Students from all
backgrounds begin attaining higher levels of achievement. AVID helps reform schools because
it confronts a fundamental systemic issue: the de facto tracking that tends to keep low income
and minority students out of college preparatory programs and which results in lower levels of
academic achievement. AVID offers an effective way to address these challenges:
1. AVID accelerates under-achieving students into more rigorous courses, instead of consigning
them to remedial programs that do not fulfill the prerequisites for college.
2. AVID incorporates the intensive support students need to succeed in rigorous courses. At the
elementary level, it is an embedded sequential academic skills program intended for nonelective, multi-subject, self-contained classrooms, and starts the college-going culture early
in the students’ academic life. At the middle and high school level, additional support is
formally structured into the academic AVID elective and is intensive – AVID classes meet
every day and students apply AVID study methods in every class. Support also is continuous:
AVID students are required to participate for at least three years in high school, and the ideal
is to remain in the AVID program from the upper elementary grades through high school.
3. AVID addresses instructional methods as well as access. AVID classes incorporate a
collegial approach and Socratic methods that specifically target the needs of underachieving
students. AVID also incorporates practices such as inquiry-based, collaborative study groups
that help students become independent learners. All AVID strategies are based on research
on best practices and the influences of peer groups in student achievement.
4. AVID trains content area teachers in instructional methodologies that meet the learning needs
of a broad range of students in rigorous content classes. AVID provides ongoing teacher
coaching and follow-up to embed the training in teachers’ classroom practices.
5. AVID works to influence the college-ready culture of the entire school. AVID incorporates
and gives life to an explicit belief system: that low income and minority students can achieve
at high levels and succeed in college. This philosophical underpinning and the success of
AVID help to change the expectations that teachers and students throughout a school have of
disadvantaged and minority students. AVID makes the success of under-achieving students a
schoolwide issue and leads to significant changes in course assignment policies, instructional
methods, and school culture that contribute to their success.
6. AVID is a schoolwide initiative, not a school within a school. AVID addresses many aspects
of the education system. The role of teacher is redefined from lecturer to advocate and guide.
The role of counselor changes from gatekeeper to facilitator. The school-based peer group
for AVID students becomes one that values achievement. AVID provides the academic
training necessary for success in rigorous curriculum.
7. AVID incorporates something badly needed by schools and teachers engaged in the daunting
task of reform: strong collegial support. Each AVID site team is based on the notion that the
success of students is a shared responsibility. As staff work together throughout the year as
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well as at Summer Institutes and regional events, they encourage and inspire one another.
National and regional AVID centers facilitate this network by sharing information about
successful practices and sponsoring training.
8. AVID promotes continuous improvement in schools. The AVID Certification program
documents and recognizes schools that have fully and successfully implemented the AVID
model, and serves as a continuous improvement process. The AVID Certification process
includes a school site self-study followed by a site visit. Schools incorporate the findings of
their self-study and certification site visit in their ongoing site development plan.
Most jobs in the U.S. that offer earnings above a living wage require good English language and
math skills and at least one year of postsecondary education. AVID provides preparation for any
type of postsecondary education that requires strong academic foundations – a four-year college,
a two-year college, or a shorter certificate or training program – without the need for academic
remediation.
Once implemented, AVID can be sustained without significant ongoing expenditures.
AVID Center’s structures and services are designed to support the sustainability of your district’s
broader and deeper implementation of the program:
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AVID Center provides a comprehensive training and support structure to prepare a district
staff member to coordinate the AVID program.
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AVID can be implemented by a school’s current staff members. AVID Center will train a
school’s existing FTE teachers to implement the AVID instructional model and scaffold of
supports.
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AVID Center has the capacity to ramp up training quickly. With more than 500 experienced
trainers, AVID Center is ready to conduct AVID Path training at your district sites.
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AVID Center launches training through Summer Institutes across the nation. AVID Summer
Institutes provide valuable collaboration time for district and school site teachers and staff.
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AVID Center can support your district with comprehensive strategies to support students
who are English Language Learners and African American male students in AVID.
AVID Center Contact Information
Contact your local AVID Division office or
AVID Center Headquarters
Laura Piening, Director of Development
Phone: (858) 380-4779
lpiening@avidcenter.org
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References
i
U.S. Department of Commerce, Census Bureau, Current Population Survey, October
Supplement.
ii
Stoever, C. (2010). Tracking Secondary AVID Students into Higher Education. Texas Higher
Education Coordinating Board. Presentation at AVID Postsecondary Informational Meeting,
March 2, 2010.
iii
AVID Center Data Collection System (2008). http://reports.avidcenter.org for AVID data
California Department of Education (2008) www.cde.ca.gov for statewide data.
CREATE (2000). Longitudinal Research on AVID 1999-2000. Burlingame, CA.
CREATE (2002). The Magnificent Eight: AVID Best Practices Study. Burlingame, CA.
Mehan, H. et. al, (1996). Constructing School Success: The Consequences of Untracking Low
Achieving Students. New York: Cambridge University Press.
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