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AVID (meaning Advancement Via Individual Determination) is a college-preparatory program designed to aid economically disadvantaged and underachieving first-generation students of both elementary and high schools into college. Originating at the high school level, the program now serves fifth grade through twelfth grade students (roughly, ages 10-18).
AVID was developed in 1980 by Mary Catherine Swanson, who was an English teacher in Clairemont High School at San Diego, California, in order to assist an influx of academically less prepared students following court-ordered desegregation. As of the 2005-06 academic year, AVID figures showed that the program had grown from the original one-school model to serving nearly 2,300 schools worldwide. Ramona High School AVID program of Riverside, California, is currently the largest AVID program in the world.
In addition to offering challenging coursework, the program strives to improve students' study skills (e.g., time management and note-taking) and their metacognitive abilities. As one writer described the approach, "AVID programs focus not on factual questions -- "Who commanded the Union Army at the first Battle of Bull Run?" -- but on process-related questions -- "How can I remember things like the name of the commander, Brig. Gen. Irvin McDowell?"[1]
[edit] Statistics and results
As of 2006, nearly half of enrolled students (49.4%) were Latinos, and the organization has experienced particular success with that subgroup in increasing participation in the Advanced Placement (AP) testing program. Sixty-one percent of Latino/a students in the AVID program took AP tests in 2004-05, compared to a national rate of 11%.[2] (The table referenced does not indicate whether national figures include the AVID participants.)
The program also measures results by examining the percentage of students applying & being admitted to four-year colleges, rates of admission to the competitive University of California and California State University systems, completion of the entry requirements to those systems, high school graduation rates, and rates of eighth grade students taking and passing algebra courses (necessary to most advanced math and science study). By all of these criteria, the program has been judged as successful, though more so with some ethnic groups than with others.[3]
[edit] External links