changing the odds for student success

2

Changing the odds for student success

h"p://youtu.be/mliX2mswwuM    

“… a good education for all citizens

is critical to the perpetuation of

democracy.”

Mary Catherine Swanson, AVID Founder

The San Diego Union-Tribune, Sept. 10, 2002

The Impact of Higher Education

3

Why college readiness?

Will every student pursue higher education? Not necessarily.

Should every student be prepared for and have the option to attend college or pursue higher education?

Absolutely!

4

College Readiness Defined

§  College readiness: the level of preparation a student needs to enroll and succeed—without remediation—in a credit-bearing general education course at a postsecondary institution that offers a baccalaureate degree or transfer to a baccalaureate program.

Dr. David Conley, Defining College Readiness

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Data Source: Bureau of Labor Statistics, Current Population Survey

0 5 10 15

Less than High School Diploma

High School Graduate

Some college, no degree

Associate's Degree

Bachelor's Degree

Master's Degree

Doctoral Degree

Professional Degree

Obtaining a college degree nearly doubles the opportunity for employment over a high school degree

Unemployment  Rate  in  2011  

The Impact of Higher Education

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Barriers to Higher Education

§  Teacher and school perceptions §  Family fears/lack of resources §  The peer group §  Lack of academic preparation §  “The Hidden Curriculum” §  Increased competition for

college spaces

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People Like Me

8

h"p://youtu.be/y64q7S8laxg    

[L. avidus]: eager for knowledge  

Advancement Via Individual Determination

What is AVID?

§  A schoolwide college readiness system §  A structured approach to rigorous

curriculum §  Direct support structure for

first-generation college students §  Professional learning for educators

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AVID and Common Core State Standards

11

Need  info  here  from  C&L  

Common Ground

12

Common Core State Standards To ensure our students are meeting college and career expectations and are prepared to succeed in our global economy and society.  

AVID’s Mission To close the achievement gap by preparing all students for college readiness and success in a global society.

Common Core State Standards AVID •  Are aligned with college and work

expectations •  Is focused on preparing students to become

college and career ready

•  Are clear, understandable, and consistent •  Is based on a clear set of 11 Essentials

•  Include rigorous content and application of knowledge through high-order skills

•  Provides rigor in the classroom through higher-level thinking activities

•  Build upon strengths and lessons of current state standards

•  Supports the implementation of all state standards in all content areas

•  Are informed by other top-performing countries so that all students are prepared to succeed in our global economy and society

•  Prepares all students for college readiness and success in a global society

•  Are evidenced-based •  Is based on more than 30 years of data

AVID aligns with the Common Core

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AVID closes the achievement gap

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AVID. (2014). AVID senior data collection: Study of 36,450 AVID seniors [Electronic Database]. Greene, J.P. and Forster, G. (2003). Public high school graduation and college readiness rates in the United States (Report No. 3). New York: Manhattan Institute for Policy Research. *Filipino and Other not classified by Greene and Forster (2003) National data represents the most current comprehensive data available

2014 AVID Elective seniors completing four-year college entrance requirements

89% 95% 92% 95% 92% 91% 93% 92%

21%

49%

25% 22%

39% 36%

0%

20%

40%

60%

80%

100%

American Indian or Alaska Native

AVID n = 159 U.S. n = 36,808

Asian AVID n = 1,913

U.S. n = 159,683

Black or African American

AVID n = 5,384 U.S. n = 569,835

Filipino* AVID n = 448

Hispanic or Latino

AVID n = 20,789 U.S. n = 656,297

Other* AVID n = 2,108

White (not Hispanic)

AVID n = 5,393 U.S. n =

2,537,481

Overall AVID N = 36,450

U.S. N = 4,051,598

AVID U.S. U.S. Overall

G A P

What does AVID do?

§  Develops readers and writers §  Develops deep content knowledge §  Teaches content-specific strategies

for reading, writing, thinking, and speaking

§  Develops habits, skills, and behaviors to use knowledge and abilities

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How AVID Works

§  Accelerates under-achieving students who have potential into more rigorous courses

§  Teaches academic and social skills not targeted in other classes

§  Provides intensive support with in-class tutors and a strong student/teacher relationship

§  Creates a positive peer group for students

§  Develops a sense of hope and personal achievement gained through hard work and determination

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What is the most powerful influence on academic achievement?

“When students, the ultimate consumer of

quality teaching, are asked

what this means to them, they are

unequivocal in their answer: a caring

teacher who accepts ‘no excuses’ and

who refuses to let them fail!” Closing The Achievement Gap: A Vision For Changing Beliefs And Practices, 2006

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2014 AVID Elective Seniors

§  91% plan to enroll in a college or university •  61% plan to enroll in a four-year university •  30% plan to enroll in a two-year college

18 AVID. (2014). AVID senior data collection: Study of 36,448 AVID seniors [Electronic Database].

AVID Elective Seniors 2014 AVID Elective seniors who applied and were

accepted to a four-year college or university

19 AVID.  (2014).  AVID  senior  data  collec1on:  Study  of  36,220  AVID  seniors  [Electronic  Database].    

88%

78%

0%

20%

40%

60%

80%

100%

Applied Accepted

Completing College Entrance Requirements

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AVID. (2014). AVID Elective senior data collection: Study of 27,771 AVID seniors [Electronic Database]. Greene, J.P. and Forster, G. (2003). Public high school graduation and college readiness rates in the United States (Report No. 3). New York: Manhattan Institute for Policy Research. National data represents the most current comprehensive data available.

AVID Elective students complete four-year college entrance requirements at a rate at least two times higher than the national rate  

93% 93% 89% 92% 89%

36%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

AVID CA n = 16,762

AVID TX n = 6,637

AVID FL n = 2,328

AVID MD n = 1,066

AVID WA n = 978

Nation N = 4,051,598

AP Test-Takers by Ethnicity

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*Counts are approximations due to rounding. AVID. (2014). AVID senior data collection: Study of 33,804 AVID seniors [Electronic Database]. The 10th annual AP report to the nation. (2014). Retrieved from College Board: http://media.collegeboard.com/digitalServices/pdf/ap/rtn/10th-annual/10th-annual-ap-report-to-the-nation-single-page.pdf

50% 57%

68% 65%

20% 21%

33% 33%

0%

20%

40%

60%

80%

100%

American Indian or Alaska Native AVID n = 127

U.S. n = 30,229*

Black or African American AVID n = 5,116

U.S. n = 438,317*

Hispanic or Latino AVID n = 19,446

U.S. n = 568,301*

Overall AVID N = 33,804

U.S. N = 3,022,879

2014 high school graduates who took at least one AP exam AVID U.S. Overall

AVID Elective students participate in AP

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AVID. (2014). AVID senior data collection: Study of 94,211 AVID seniors [Electronic Database]. College Board. The 10th annual AP report to the nation. (2014). Retrieved from http://media.collegeboard.com/digitalServices/pdf/ap/rtn/10th-annual/10th-annual-ap-report-to-the-nation-single-page.pdf College Board. The 9th annual AP report to the nation. (2013). Retrieved from http://apreport.collegeboard.org/download-press-center College Board. The 8th annual AP report to the nation. (2012). Retrieved from http://research.collegeboard.org/programs/ap/data/nation/2012

59% 60% 65%

30% 32% 33%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2011 AVID N = 27,608

U.S. N = 2,993,120

2012 AVID N = 32,799

U.S. N = 2,946,541

2013 AVID N = 33,804

U.S. N = 3,022,879

High school graduates who took at least one AP exam

AVID U.S.

Schoolwide AVID

AVID is schoolwide when a strong AVID system transforms the

•  Instruction

•  Leadership

ensuring college readiness for all AVID Elective students and improved academic performance for all students based on increased opportunities.

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•  Systems

•  Culture  

Projected Short-Term Outcomes

Schoolwide AVID will support…

§  Use of AVID strategies for learning §  Successful completion of rigorous

coursework §  Increase in student attendance §  Increase in student educational

aspirations

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Projected Long-Term Outcomes

Schoolwide AVID will support…

§  Increase in high school graduation rates §  Increase in completion of college entrance

requirements §  Increase in college applications §  Increase in college enrollment §  Increase in rigorous course offerings

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The AVID Impact on Schools

§  Increases enrollment in advanced academic courses (Pre-AP/Honors) and increases the rigor of all courses

§  Implements instructional best practices for all students in the school

§  Creates a college-going culture throughout the school

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AVID is transformational

§  The AVID System transforms individuals: teachers, administrators, and students.

§  AVID transforms campuses: leadership, systems, instruction, and culture.

§  AVID transforms communities: One student, impacted by AVID, can create a positive ripple effect throughout their family and community, forever changing the course of their lives.

Who are AVID Elective students?

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AVID Elective Student

Demographic Data

All AVID Elective Secondary Students

29 AVID. (2014). AVID secondary data collection: Study of 399,486 AVID secondary students [Electronic Database]. .

66%

59% 41%

2% 21%

3% 50%

17% 5%

1%

Federal Free or Reduced Price Lunch

Female Male

Other White (not Hispanic)

Multi-Racial Hispanic or Latino

Black or African American Asian

American Indian or Alaska Native

Demographics of AVID Elective secondary students in 2013-2014

2014 AVID Elective Seniors

30 AVID. (2014). AVID senior data collection: Study of 36,450 AVID seniors [Electronic Database].

74% qualify for free and reduced- priced lunch

0.4%

5%

15% 1%

57%

5%

1% 1%

15%

Ethnicity of 2014 AVID seniors

American Indian or Alaska Native Asian Black or African American Filipino Hispanic or Latino Multi-Racial (2 or more) Other Pacific Islander White (not Hispanic)

2014 AVID Elective Seniors

31 AVID. (2014). AVID senior data collection: Study of 36,448 AVID seniors [Electronic Database].

13% 3%

15%

26%

18%

7%

12%

6%

2014 AVID Elective seniors' parents' highest level of education

Less than 8th Grade

8th Grade Graduate

Some High School

High School Graduate

Some College/University

Two-Year College/University Degree

Four-Year College/University Degree

Graduate Degree

2014 AVID Elective seniors' parents' highest level of education

Where is AVID?

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AVID impacts more than 800,000 students in 44 states and 16 other countries/U.S. territories

33

AVID Elective Student Profile  

The AVID Elective Student Profile

Has academic potential

n  Average to high test scores

n  2.0–3.5 GPA

n  College potential with support

n  Desire and determination

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The AVID Elective Student Profile

Meets one or more of the following criteria:

§  First in family to attend college §  Historically underserved

in four-year colleges

§  Low-income

§  Special circumstances

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AVID 11 Essentials

The 11 Essentials

1.  AVID student selection 2.   Voluntary participation 3.   AVID Elective course offered during the

school day 4.   Enrollment in rigorous curriculum 5.   Organizational skills

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es·sen·tial - absolutely necessary; indispensable

The 11 Essentials

6.   Writing and Reading to learn

7.   Inquiry and Collaboration

8.  Trained tutors

9.   Data collection and analysis

10.  School and resources committed

11.  Active interdisciplinary site team

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The AVID Elective and AVID Strategies

WRITING  •  Cornell  Note-­‐Taking  •  Learning  Logs  •  Quickwrites  and  ReflecZons  •  Process  WriZng  •  Peer  EvaluaZon  •  AuthenZc  WriZng  

COLLABORATION •  Socratic Seminars •  Tutorials •  Philosophical Chairs •  Group Activities and Projects •  Peer Editing Groups •  Service Learning Projects

INQUIRY •  Skilled Questioning Techniques •  Costa’s Levels of Thinking •  Socratic Seminars •  Tutorials •  Investigations •  Questions that Guide Research

READING •  Deep Reading Strategies

•  Note-Taking •  Graphic Organizers •  Vocabulary Building •  Summarizing •  Reciprocal Teaching

ORGANIZATION  •   Binders  and  OrganizaZonal  T      Tools  •   Calendars,  Planners,  and        Agendas  •   Graphic  Organizers  •   A  Focused  Note-­‐Taking        System  •   Tutorials  and  Study  Groups  •   Project  Planning  and  SMART        Goals  

WICOR

A Sample Week in the AVID Elective

Daily or Block Schedule

Curriculum: n  Writing n  College and Careers n  Strategies for Success n  Critical Reading

Tutorials: n  Collaborative Study Groups n  Writing Groups n  Socratic Seminars

Monday Tuesday Wednesday Thursday Friday

Binder Evaluation

Field Trips

Media Center

Speakers

Motivational

Activities

(within block)

AVID Curriculum Tutorials AVID Curriculum Tutorials

Combination for Block Schedule

Combination for Block Schedule

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Dr. Jeff Gorman, Deputy Superintendent of Schools

Jgorman@mtvernoncsd.org

www.avid.org