ANNIE YU

Advance Via
Individual
Determination

PROGRAM EVALUATION
Advance Via Individual
Determination What is
Goal: To increase graduation rates, encourage
students to take a rigorous academic course once a
year, to meet A-G requirements and apply for
AVID?
college.

The program focuses on the WICOR curriculum,

which stands for writing, inquiry, collaboration,
organization, and reading.

Students learn study skills, Cornell note taking, time

LCAP Goals:
management, writing and research skills. College
All students will demonstrate college, career,
and universities are introduced to students, and
and life readiness and success
AVID students take field trips to visit campuses.
Provide meaningful educational engagement
opportunities for all parents and families to
There are AVID tutors that come to campus once a
advocate for all students
week to support students’ academic challenges.
Provide and nurture a safe, reflective,
responsive, and positive school culture.
This logic model was created
to demonstrate what the
process of AVID
implementation looks like
and the overarching goals of
AVID.

This information provided a

baseline to compare AVID
classrooms, and was used to
generate survey questions
about AVID implementation
Target:
Students whose academic achievement
fall in the GPA 2.0-3.5 range
Roles:
Have the desire to attend college One AVID Coordinator (also a teacher)
First-generation college student, and Review incoming student
many are from low-income or minority information
families. Bring new training information
Support AVID team
Three AVID teachers
Demographics:
Attend trainings
Grades 9-12
Teach AVID Elective course 5
Student population is predominantly
days/week
low-income, Spanish-speaking, or is
AVID TutorsSupport "tutorial" days
from a Hispanic/Latin culture and
Support "tutorial" days
students of other cultural/ethnic
minority backgrounds

What does the implementation
process actually look like in the
classrooms?
How do the teachers feel (e.g.,
effectiveness, usefulness of
WICOR) about AVID?
There is a discrepancy in the classroom implementation of
AVID implementation among two teachers, while the
college field-trip activities were consistent. One teacher
uses the WICOR curriculum 5 days/week compared to the
other teacher who uses it 2 days/week. Additionally, one
teacher enforces the expectations of students using Cornell
Notes and planners more often than the other class.
Also, each class should have at least two tutors but one
teacher responded with having only one tutor.
The teachers’ responses to how they feel about AVID were
close across the three questions and were all positive.
Teachers’ belief in how useful AVID is as an academic
intervention reported “strongly agree” and “agree.”
Additionally, the responses were the same for AVID as an
effective intervention.
PROGRAM EVALUATION RESULTS
PROGRAM EVALUATION RESULTS
Teachers may need additional trainings to
ensure implementation fidelity
Recommendations
Attend AVID Summit Training more often & Action Plan
that every few summers

Third AVID teacher

Survey the teacher's experience and
implementation process
Conduct classroom observation and compare
with other AVID classrooms

Evaluation of the funding Summary

How is it utilized?
How much is spent?
Each classroom should have 2-3 tutors
Analyze college preparation activities
What topics are discussed in classrooms?
What other activities are students engaged in?
Future action research project: Focus on
student achievement to identify AVID's
impact
There is a discrepancy between AVID
implementation is mostly within the
classrooms, while engaging in
college preparation activities are
consistent.
What appears to impact teachers’
implementation of AVID is the
teachers’ level of training and
resources for their classrooms.
 References
Guthrie, L. F., & Guthrie, G. P. (2002). The Magnificent Eight: AVID Best Practices Study. Final Report.

Kolbe, T., Kinsley, P., Feldman, R. C., & Goldrick-Rab, S. (2018). From the (Academic) middle to the top: an evaluation of
the AVID/TOPS college access program. Journal of Education for Students Placed at Risk (JESPAR), 23(4), 304-335.

Pugh, P. M., & Tschannen-Moran, M. (2016). Influence of a School District’s Advancement via Individual Determination
(AVID) Program Self-Efficacy and Other Indicators of Student Achievement. NASSP Bulletin, 100(3), 141–158.
https://doi- org.libproxy.chapman.edu10.1177/0192636516679261

Watt, K. M., Huerta, J., & Mills, S. J. (2010). Advancement Via Individual Determination (AVID) professional development
as a predictor of teacher leadership in the United States. Professional development in education, 36(4), 547-562.