An Analysis of Student Academic Performance At Advancement Via individual Determination (Avid) National Demonstration Schools and Avid Schools


Ron Griffen

Document Type


Degree Name

Doctor of Education (Ed.D)


Educational Administration

Date of Award

Summer 2013


Underrepresented high school students must be effectively prepared for postsecondary education. Ensuring that all students graduate from high school college-ready is requiring educators to rethink traditional programming in an attempt to better meet the needs of all students. Therefore, the utilization of college preparation programs such as Advancement Via Individual Determination (AVID) must be considered a viable option to assist underrepresented students in realizing their future hopes and dreams. AVID schools that are exemplary models of the AVID program and demonstrate the very best in AVID methodologies earn the designation of AVID national demonstration school. The purpose of this study was to explore the differences in student academic achievement on the Scholastic Aptitude Test (SAT), Advanced Placement (AP) examinations, and Texas Assessment of Knowledge and Skills (TAKS) performance of AVID students enrolled at an AVID national demonstration school and AVID schools. This causal-comparative study utilized AVID student enrollment and academic performance data collected from a single school district in Texas. Each research question was answered quantitatively. To identify statistical differences among the data, a one-way analysis of variance (ANOVA) was conducted utilizing (1) AVID student SAT scores, (2) AVID student passing percentages for AP examinations, and (3) AVID student passing percentages for TAKS math and science. The findings indicated one statistical significant relationship on SAT math. The conclusion was that the AVID program has a similar impact on AVID student academic achievement even when implementation levels differ. Additionally, the findings from the AP and TAKS assessments revealed some positive results in the academic achievement of economically disadvantaged students. Results showed similar mean scores for economically disadvantaged and non-economically disadvantaged AVID students for both assessments, providing further support that AVID has a positive impact on the academic achievement of underrepresented and economically disadvantaged students.


Casey Brown

Subject Categories

Education | Educational Administration and Supervision