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| Institution | Houston Independent School District (HISD), Department of Research and Accountability |
|---|---|
| Titel | Advanced Via Individual Determination (AVID), 2015-2016. Research Educational Program Report |
| Quelle | (2017), (46 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Secondary School Students; College Bound Students; School Districts; Acceleration (Education); Academic Achievement; Grades (Scholastic); Scores; Program Effectiveness; Enrollment Trends; Advanced Placement Programs; Dual Enrollment; Student Characteristics; Program Implementation; Reading Tests; Mathematics Tests; Reading Achievement; Mathematics Achievement; Writing Tests; Writing Achievement; Science Tests; Science Achievement; Social Studies; Texas (Houston) |
| Abstract | The Advancement Via Individual Determination (AVID) program was developed to increase the number of secondary students who participate in rigorous academic courses, to accelerate student learning, and to improve student performance. The AVID program in the Houston Independent School District (HISD) targets students who (1) are in the academic middle and earn grades of B, C, and D; (2) desire to go to college; (3) are willing to work hard; (4) are capable of completing rigorous curricula; and (5) are not reaching their full academic potential. The program's mission is to close achievement gaps through the use of educational strategies that prepare all students for success. Key findings are the following: (1) Overall, 2,061 HISD students from 23 campuses were enrolled in the 2015-2016 AVID program, a 57.3 percent increase from 1,310 in 2014-2015. Student enrollment increased 76.7 percent at the middle school level and decreased 21.5 percent at the high school level; (2) Nearly one-half of AVID students (46.0 percent) and nearly one-third of non-AVID students (30.6 percent) enrolled in pre-Advanced Placement courses. In addition, 22.4 percent of AVID students versus 3.4 percent of non-AVID students enrolled in Advanced Placement courses and 67.1 percent of AVID students versus 1.5 percent of non-AVID students enrolled in dual credit courses; (3) From 2014-2015 to 2015-2016, the percentage of students in AVID who took AP exams increased slightly from 20.9 to 21.1, while the percentage who scored three or higher decreased 5.5 percentage points. However, a higher percentage of AVID (12.2 percent) than non-AVID (8.2 percent) students scored three or higher on AP exams in 2015-2016; (4) Sixth-grade AVID students scored statistically significantly higher (17.3 points) on the STAAR reading exam than matched grade six, non-AVID students. A positive, statistically significant effect of the AVID program was associated with an average gain of 11.4 points on this exam; and (5) AVID students achieved their highest pre-AP course grades (grades 6-12) and STAAR reading scores (grades 6-8) on Certified or Highly-Certified campuses and performed statistically significantly better than AVID students on campuses with lower AVID certification levels. [The report is mislabeled. The title should be "Advancement Via Individual Determination (AVID), 2015-2016."] (ERIC). |
| Anmerkungen | Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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