increasing schoolwide college readiness through avid avid data and implications for school reform...

Increasing Schoolwide College Readiness through AVID

AVID data andimplications for school reform

Tucson, Arizona

Dr. Brandon Protas & NJ Utter

Session Overview

o Research Findings: the AVID Impact

o Data for Programmatic Decisions

o Data to Generate Support

o Research Findings: Fidelity & Exportability

o Schoolwide College Going Culture

Where to celebrate?

Context:

Sense of Urgency

“…access to a postsecondary education is not equal in America. Students historically underrepresented at the postsecondary level- students of color, those from low-income backgrounds, and first-generation students – are still less likely to prepare for, apply for, enroll in, and persist through postsecondary education.”

Swail, Cabrera, & Lee, 2004

First-generation students take rigorous coursework at rates that are less than half of their peers. They are less likely to take college entrance exams and when they do, they score lower than their peers: 15% of students with parents who graduated from college score in the lowest quartiles on SAT and ACT compared to 40% for first-generation college students.

Warburton, Bugarin, & Nunez, 2001

Degree completion is most influenced by academic resources of the high school student, followed by college entrance test scores and then class rank/GPA.

Adelman, 1999 &2006

Huber, Huidor, Malagón, Sánchez, & Solórzano, 2006

Context:Sunnyside Unified School District

• Implemented AVID in 2006 -2007 in all five middle schools and two traditional high schools

• Urban district in Pima County, AZ with approximately 18,000 students

• Demographics: 88% Hispanic, 6% White, 4% Native American, 2% African American, 1% Asian

• Free and reduced-price meals: 84%

• District graduation rate: 64.1% (2008) to 71.8% (2012)

• College-going rate (2 and 4 year): 54% (2010)

• Four-year university matriculation rate: 12% (2007)

Research Findings:

the AVID Impact

This study will determine the impact of the AVID program on Sunnyside Unified School District middle and high school students’ preparation for college readiness as measured by:

Scores on AIMS standardized exams for reading and math Grades in core subjects of English and math Grade Point Average

Research Findings:

the AVID Impact

Apollo MS Challenger MS

Chaparral MS Billy Lane Lauffer MS

Sierra MS Desert View HS

Sunnyside HS Total1.0

1.5

2.0

2.5

3.0

3.5

4.0

AIMS Reading Levels non-AVID AVID

Trend levelSignificant level

Middle School High School Total1.0

1.5

2.0

2.5

3.0

3.5

4.0

AIMS Reading Levels non-AVID AVID

Research Findings:

the AVID Impact






1.5

2.0

2.5

3.0

3.5

4.0

AIMS Math Levels non-AVID AVID


1.5

2.0

2.5

3.0

3.5

4.0

AIMS Math Levels non-AVID AVID

Research Findings:

the AVID Impact






1.5

2.0

2.5

3.0

3.5

4.0

English Grades non-AVID AVID


1.5

2.0

2.5

3.0

3.5

4.0

English Grades non-AVID AVID

Research Findings:

the AVID Impact






1.5

2.0

2.5

3.0

3.5

4.0

Math Grades non-AVID AVID


1.5

2.0

2.5

3.0

3.5

4.0

Math Grades non-AVID AVID

Research Findings:

the AVID Impact






1.5

2.0

2.5

3.0

3.5

4.0

Grade Point Average non-AVID AVID


1.5

2.0

2.5

3.0

3.5

4.0

Grade Point Average non-AVID AVID

Research Findings:

the AVID Impact

AIMS Reading

Level

AIMS Math Level

English Grade

Math Grade

Grade Point

AveragePearson Correlation AIMS

Reading Level

1 .469 .265 .114 .411Sig. (2-tailed) .000 .000 .029 .000N 374 374 370 369 374Pearson Correlation AIMS

Math Level

.469 1 .411 .307 .547Sig. (2-tailed) .000 .000 .000 .000N 374 374 370 369 374Pearson Correlation

English Grade

.265 .411 1 .412 .555Sig. (2-tailed) .000 .000 .000 .000N 370 370 370 365 370Pearson Correlation

Math Grade

.114 .307 .412 1 .501Sig. (2-tailed) .029 .000 .000 .000N 369 369 365 369 369Pearson Correlation Grade

Point Average

.411 .547 .555 .501 1Sig. (2-tailed) .000 .000 .000 .000 N 374 374 370 369 374

low to moderate measure of agreement

Correlation of Academic Measures

Data:

Programmatic Decisions

Students who take AP courses and exams are

much more likely than their peers to complete a

bachelor’s degree in four years or

less.Source: Camara, Wayne. (2003).

College Persistence, Graduation, and Remediation. College Board Research Notes (RN-19). New York, NY: College

Board.

0

10

20

30

40

50

60

70

29

45

61

Two+ AP

One AP

No AP

AP & College Success

Data:


2006-2007 2008-2009 2010-2011 2011-2012

Am. Indian/ Alaska Native 2 9 13 16

Asian American 11 9 21 24

Black or African American 0 6 2 14

Hispanic/Latino 48 100 262 267

White 7 10 30 31

Other 2 6 10 12

Total 70 140 338 417

Total Number of AP Exams TakenDesert View High School

AP Calculus

AP Language

AP Literature

AP Economics

AP Government

Desert View

5/26(31*)

17/95(119)

1/55(62)

10/53(64)

7/61(64)

Sunnyside 0/5(14)

14/20(26)

0/18(26)

0/0(0)

0/29(52)

*(Number of students enrolled in the class)

2012 Passing AP Scores (3, 4 or 5)

Data:


• AVID Summer Institute• AP Summer Institute• AP Teacher Summit• AVID Critical Reading for AP Teachers• Honors Program to AP Program• AP Summer Bridge Program• Adding a 10th Grade AP Option

Data:


Data:


28

58

2234

40

57 61

45 47

81

64

104

68

35

57

0

20

40

60

80

100

120

Apollo Lauffer Challenger Chaparral Sierra

8th Grade Algebra Enrollment

2007-2008

2009-2010

2012-2013

Data:

Generating Support

83

149186

211

0

50

100

150

200

250

2006-07 2007-08 2008-09 2009-10

Number of Trained AVID Teachers

good

46

76

53

2733

0 0

106112 113

59

30

80

99

116106 105

79

28

15

132139

125114

79

39

24

0

20

40

60

80

100

120

140

6th 7th 8th 9th 10th 11th 12th

2006-2007

2007-2008

2008-2009

2009-2010

Data:

Generating Support good

Number of students enrolled in the AVID elective

Summary report on AP

• The number of AP Courses has offered has doubled from 4 to 8 in the last four years

• There has been significant increase in the number of AP Exams taken from 70 exams in 2006-2007 compared to an all-time high of 418 exams in 2012, a growth of

500% in the past five years.

• In May of 2011, 189 students took 338 AP exams which was an increase of over 79% in students participating in the last four years

Data:

Generating Support better

36

7482

72

89

111

35

60

73 68

8493

32

56 59 55

7280

2030

47 4456 55

0

20

40

60

80

100

120

Applications

Completed

Admitted

Attending

Data:

Generating Support best

Desert View Sunnyside Total0

50

100

150

200

250

37

64

101

70

98

168

137

109

246

200820102012

best

Students admissible to a four year school

Data:

Generating Support

Data:

Generating Support

9.0%

15.7%

12.4%

17.4% 17.6% 17.5%18.2% 17.9% 18.1%

0.0%

5.0%

10.0%

15.0%

20.0%

Desert View Sunnyside SUSD District

200720102011

4-Year College Enrollment

best

Affective:

Generating Support best

AVID Video

Research Findings:

Fidelity and Exportability

The study will determine the relationship between the program implementation of AVID and the degree to

which a school is “AVIDized“

….meaning that the knowledge, appreciation and incorporation of AVID strategies extend beyond AVID

trained teachers and are adopted by non-AVID teachers in non-AVID classes.

Research Findings:


Certification Self Study ResultsSchool Ess

1Ess2

Ess3

Ess4

Ess5

Ess6

Ess7

Ess8

Ess9

Ess10

Ess11 Total

Apollo MS 2 2 2 1 2 2 2 2 2 2 1 20Challenger MS 3 1 3 1 3 2 2 3 2 2 1 23Chaparral MS 3 3 2 3 3 3 3 1 3 2 2 28Billy Lane Lauffer MS 3 1 3 2 2 2 1 1 3 1 1 20Sierra MS 1 1 1 1 1 2 1 1 1 1 1 12Desert View HS 3 2 3 2 2 2 2 2 2 2 1 23Sunnyside HS 2 2 3 2 2 2 2 2 1 2 2 22

Fidelity

Research Findings:


AVID Exportability

Survey

• I understand the goals and mission of the AVID Program.

• The AVID Program is a valuable asset to our school.

• The AVID Program is a regular topic at faculty meetings.

• I see a positive difference between AVID and non-AVID students in their academic classroom skills.

• I can recognize AVID students without knowing that they are in the AVID Program.

• I am aware of specific AVID academic methodologies used by students.

• I have participated in professional development activities on AVID strategies this year.

• I utilize AVID teaching strategies in my classroom.

Research Findings:



Chaparral MS

Billy Lane Lauffer MS


Sunnyside HS

Total20

22

24

26

28

30

32

34

36

AVID Teacher Survey Total not AVID trained AVID trained

Exportability

Research Findings:


AVID Teacher Survey & CSS Correlation

Mean Teacher Survey

ScoreMean CSS

Score

Pearson Correlation Mean Teacher Survey Score

1 -.176

Sig. (2-tailed) .706N 7 7

Pearson Correlation Mean CSS Score

-.176 1

Sig. (2-tailed) .706 N 7 7

reasonable measure of agreement

Schoolwide College Going Culture

Social & Cultural Capital

The Challenge:

How to expand a college going culture beyond AVID to maximize its impact.



A story of two twins

AVID scholarship

growth

Creating culture of college

Public celebrations

of college

The power of exposure



A story of two twins

Class of 2012$800,000

AVID Seniors$500,000

non-AVID$300,000



AVID scholarship

growth



Creating culture of college



Public celebrations

of college



The power of exposure


AVID Strategies for All

Schoolwide organizational

strategies

Schoolwide college testing

FAFSA campaign

for all

Socratic seminar

strategies

Tutorials acrossschools


AVID Integration

AVID elective for

college credit

AVID - CTE combo

AVID with

advisory

AVIDschoolwide

PD

AVID at all staff

meetings

Non-AVID teacher

recognition

Summary

Research:AVID works!

Use Data:Programmatically

Use Data:Generate Support

Take AVID schoolwide

Increasing Schoolwide College Readiness through AVID

AVID data andimplications for school reform

Tucson, Arizona

Dr. Brandon Protas

[email protected]

NJ Utter

[email protected]

http://www.susd12.org/AVID

http://www.susd12.org/AVID

increasing schoolwide college readiness through avid avid data and implications for school reform...

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