Comparison of College/Career Readiness Outcomes between the Advancement via Individual Determination (AVID) Program and the Traditional High School Academic Program

Autor/in	Day, Sandra K.
Titel	Comparison of College/Career Readiness Outcomes between the Advancement via Individual Determination (AVID) Program and the Traditional High School Academic Program
Quelle	(2012), (161 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Nebraska at Omaha
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2678-0468-6
Schlagwörter	Hochschulschrift; Dissertation; College Readiness; Career Readiness; Urban Schools; High Schools; High School Students; Grade Point Average; Difficulty Level; College Entrance Examinations; First Generation College Students; Minority Group Students; College Bound Students; Honors Curriculum; Advanced Placement; Comparative Analysis; Conventional Instruction; Demography; College Preparation; Experimental Curriculum; ACT Assessment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Schwierigkeitsgrad; Aufnahmeprüfung; Demografie; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This study compared selected college/career readiness outcomes for students attending an urban high school who voluntarily participated in an academic support program, Advancement Via Individual Determination (AVID), to demographically similar/same school peers who completed the traditional academic program (TAP) of study. Grade point average, rigorous curriculum, and ACT scores are universally accepted predictors of college and career readiness and were the yardsticks used in this study. Dependent and independent t-tests were used to determine the significance of the difference between the student cohorts who graduated from a midwest urban high school within four years of beginning high school. Each of the 60 students met the educational and demographic profile for the typical AVID student, including those whose grade point average is between 2.0-3.5, are average test takers, and have college potential with support as well as desire and determination. In addition, this profile includes students who would be the first in their family to attend college and/or students of minority or poverty background. Overall findings indicate that the 30 students in the AVID program were significantly more successful in completing both honors' courses ( t(58) = 13.23, p = <0.01 (two-tailed), d = 3.42 ) and Advanced Placement (AP) courses (t(58) = 9.61, p = <0.01 (two-tailed), d = 2.19) over the span of their high school career. Similar significance was found in the comparison of composite ACT test scores (t(58) = 4.69, p = <0.01 (two-tailed), d = 1.22). In the area of GPA, AVID students' comparison from grade nine to twelve was not overall significantly higher. However, AVID students' grade twelve GPA was higher than grade twelve TAP students' (t(58) = 2.37, p = 0.02 (two-tailed), d = 0.63). Overall, the report indicates that students who participated in the AVID program demonstrated higher scores in the college/career readiness indicators examined. This finding has implications for schools across the country. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01