Building Coherence through Whole School Reform: The Case of the AVID Elementary Program

Autor/inn/en	Hubbard, Lea; Metz-Matthews, Kelly; Resultan, Barbara
Titel	Building Coherence through Whole School Reform: The Case of the AVID Elementary Program
Quelle	In: Journal of Education for Students Placed at Risk, 27 (2022) 1, S.80-101 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2021.1981907
Schlagwörter	College Readiness; Program Effectiveness; Teacher Attitudes; Administrator Attitudes; Educational Change; Teaching Methods; At Risk Students; Low Income Students; Minority Group Students; Track System (Education); Equal Education; Elementary Schools; Middle Schools; Elementary School Students; Grade 5; Grade 6; Grade 7; Educational Environment; Educational Practices; Alignment (Education); Accountability; School Districts; Barriers; Intervention; Arizona; California; Washington; Florida; California (San Diego) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Leistungsgruppe; Leistungsdifferenzierung; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Verantwortung; School district; Schulbezirk; Kalifornien
Abstract	Educators, researchers, and policy makers concerned about college under-enrollment among underserved groups of students have traditionally focused reform efforts at the high school level. Over the last several decades, however, there has been a growing interest in improving college readiness beginning at the elementary level. Recently, the well-known Achievement Via Individual Determination (AVID) program launched a college readiness program for elementary students (AE). Drawing on in-depth qualitative case study data on six AE schools from four states (Arizona, California, Washington, and Florida) in the U.S., we examine the profound affect that program coherence can have on supporting student learning and socializing elementary students into a college going culture. Over fifty interviews with teachers and school principals reveal the impact of structural and cultural coherence, along with the influence of educators' actions when they cohere around a focused common goal of supporting students on an academically oriented path. At the same time, this study shows that when students were faced with the absence of reform coherence at the district level, they were unable to access the academic support needed to sustain this trajectory. This study has important implications for reform policy and practice at the school and district level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01