®
Decades of College Dreams
AVID’s Educational Journal
Volume 20 Issue 2
I
Fall 2014
AVID Center–Rice University College Readiness
Initiative takes multifaceted approach to
improve student success.
AVID’s mission is to close the achievement gap
by preparing all students for college readiness
and success in a global society.
®
Decades of College Dreams
Board of Directors
Dr. Monte Moses
Chairman
Dr. Stephen L. Weber
Vice Chairman and Treasurer
Clarence Fields
Secretary
Mary Catherine Swanson
Founder
Dr. Dave Gordon
Todd Gutschow
Dr. Sandy Husk
Melendy Lovett
Dr. Lionel “Skip” Meno
Dr. Eric J. Smith
Aracelia Vila
Table of Contents
We’re Ready to Commit to Student Success .......................... 3
The AVID Center–Rice University College
Readiness Initiative................................................................ 4
How Are School Districts Across the Country
Evaluating AVID and Its Impact on Students?......................... 6
Summers Count With AVID Summer Bridge
STEM Programs...................................................................... 8
2
Access Research Journal is produced
by the AVID Center Marketing and
Communications Department.
Editor: Steven Baratte
Assistant Editors: Maegan Badham, John
Ciccarelli, Tom Vigliotti, and Moon Williams
Art Director: Mary Adsit
Contributors: Dr. Dennis Johnston,
Liz Morse, and Kathy Arno
Do you have comments or suggestions?
We would like to hear from you. Let us know
what you think by emailing the editor at
[email protected].
AVID Center
9246 Lightwave Ave., Suite 200
San Diego, CA 92123
Phone: (858) 380-4800
www.avid.org
Cover photo by Tommy LaVergne
A Message From AVID’s CEO
Dr. Sandy Husk
We’re Ready to
This summer saw record-breaking
numbers at AVID’s Summer Institutes,
as more than 28,000 educators
from around the world showed their
commitment to student success by
learning AVID strategies and
methodologies that they will use in
classrooms schoolwide. Site teams
worked together to develop plans for
implementing AVID at their school or
district, and educators from across the
globe exchanged ideas about
improving their teaching practice.
This was my first Summer Institute
season as the CEO of AVID Center.
While I was told about the powerful
professional learning, it was amazing to
be a part of this great work. A highlight of
the Institutes for me was the opportunity
to work with and hear our wonderful
teacher and student speakers. I also
enjoyed listening to the ideas and
suggestions of our educators from across
the country.
My vision for AVID is that we will impact
2,000,000 students by 2020. When I
see the opportunities and life-changing
possibilities that AVID can bring to both
students and teachers, I am inspired
and motivated—and in a hurry to reach
as many students and educators as
possible. We currently impact more than
700,000 students, and while I am proud
of how far we’ve come, there are millions
more who need the AVID experience
and skills that will help them achieve
their dreams. At AVID Center, we are all
committed to achieving that goal. Our
Summer Institute theme this year was
This Way to Student Success! because
successful AVID implementation starts
with high-quality professional learning,
which AVID Summer Institutes provide.
It was a good start, but now we must
carry it forward if we are going to reach
our goal of impacting 2,000,000 students.
This fall, we are asking all of our
educators, students, parents, and
community members to Commit to
Student Success. We are dedicating
September 22–26 as “Commit to
Student Success Week.” This will be an
opportunity for students and educators
to share how they are committed to
student success. Together, we can ensure
we reach every student, so they can be
successful in becoming all that they can
be. Join us online at www.avid.org and
contribute your ideas.
3
The AVID Center–Rice University
College Readiness Initiative
Prestigious University Partners With AVID for Student Success
Kathy Arno, Project Manager, and Liz Morse, Director of Marketing and Communications, AVID Center
Prelude
The AVID Center–Rice University College
Readiness Initiative began with a phone
call from the Rice University Center for
College Readiness in July 2010. The
Center for College Readiness (CCR) has
a history of working closely with school
districts in the Houston area. According
to Dr. Jennifer Gigliotti, executive director
of CCR, “It was clear to our staff that the
work AVID was doing with the districts
was closely aligned to Rice University’s
work with the districts in grant projects
and professional development.”
In interactions between CCR staff and
district representatives the AVID System
was brought up frequently, which led to
the idea of partnering with AVID as a way
to collaborate and leverage programming
and resources to expand the scope of
service to the Houston-area school
districts. Of particular interest was the
coordination of AVID’s support structure
for students with the professional
development opportunities offered by
Rice University. The Center for College
Readiness was already known for its
extensive Advanced Placement® Summer
Institutes (APSIs) and teacher
professional development workshops.
educators (including teachers,
administrators, and counselors), parents,
and students. The overarching goal is to
prepare students for postsecondary
success. This is being achieved via the
implementation of innovative programming
designed to close equity and achievement
gaps (especially among traditionally
underrepresented student populations),
increase student achievement in Advanced
Placement courses, and increase the
level of academic rigor in secondary schools.
The partnership between the
Center for College Readiness
and AVID Center has
been positive in so many ways.
It has provided an avenue
by which both organizations
could meaningfully impact
these Houston districts at the
campus and district level;
facilitating systemic change and
furthering our goal of college
readiness for all students.
– Dr. Jennifer Gigliotti,
Executive Director,
Rice University Center
for College Readiness
Partnership
The AVID Center–Rice University College
Readiness Initiative officially began in
September 2012 as a two-year project
funded by Houston Endowment. A
third-year extension was recently approved,
and will serve 55 schools (30 high schools
and 25 middle schools) in 13 districts
across the Houston area. The partnership
between AVID and Rice represents a
multifaceted approach to engaging
4
Both AVID Center and Rice University
have a long history of collaboration with
the College Board®, which has supported
the initiative by providing SAT® preparation
materials for students. College Board
workshops are also included in the
initiative’s programming portfolio.
The AVID–Rice Initiative system includes
a strong project management team (from
both Rice University and AVID);
experienced district liaisons (who attend
regular information, reflection, and
planning sessions); active communication
among stakeholders (including liaisons,
managers, and event participants); and
a commitment to success by the
management team and district liaisons.
The first two years of the Initiative were
focused on building capacity: developing
and enhancing college readiness
leadership, procedures, and systems at
participating schools and offering
professional development opportunities.
At the end of year two, approximately
3,400 school staff members (teachers,
administrators, and counselors) had
received training and 1,050 students
had attended project events. AVID
students in the participating schools had
an increase of more than 7% in AP
enrollment and an increase of 86% in AP
qualifying scores. Enrollment for AVID
students in advanced courses (not AP, IB,
or dual enrollment) increased 18%.
The 2014–2015 school year will be the
third and final year of the Initiative.
During this year, the Initiative will focus
on deepening commitment to collegereadiness cultures on all participating
campuses so that the programming and
efforts of the Initiative will be sustainable
after grant funding is completed.
Program
The College Readiness Initiative addresses
two key issues:
Leadership for college readiness at
middle and high schools
As the campus instructional leader, the
principal is responsible for creating,
School counselors play a valuable role in
student college readiness. The College
and Career Counseling 101 workshop and
two online courses, The Fundamentals of
College Counseling and The Undergraduate
Admissions Process, are available for
counselors to increase their knowledge of
assisting students in navigating their
college and career pathways.
AVID staff developers who taught the College Readiness Institute (an integrated AVID strategies and AP
content institute) (left to right): Bill Madigan, Karen Molloy, Gary Kroesch, Stephanie Chippeaux, Rob Compton,
Julie Garrison, Kurt Dearie, Frank Gidwani
supporting, and sustaining a collegereadiness culture. Campus administrators
attend the AVID Leadership for College
Readiness workshop offered by the
Initiative. Other campus stakeholders
play crucial roles in the college-readiness
culture: counselors, advanced academics
teachers, and AVID Elective teachers.
These stakeholder groups are members
of the Team College leadership teams.
The Team College members meet
regularly throughout the school year and
provide schoolwide leadership for college
readiness. At meetings, team members
also analyze data to inform their plan to
increase student participation and
performance in advanced academic
programs at their schools. Providing a
structure for these stakeholders to impact
student achievement, performance, and
campus culture promotes shared
responsibility and ownership of campus
initiatives. These teams will be
cornerstones for sustainability of the
campus college-readiness systems after
grant funding ends.
Mission-Driven
We have made, and must continue to make, a
distinctive contribution to K–12 education in
this city, through the training of teachers and
by providing opportunities for students from
underrepresented populations.
– Rice University, Vision for the Second Century
The AVID Center–Rice University Initiative works because it is in
line with the missions of both organizations. Rice University’s first
president, Edgar Odell Lovett, set forth a vision whereby Rice
University should become a university engaged with its community.
Over 100 years later, Rice is an internationally recognized leader
in K–12 outreach and engagement, and no other entity on campus
is as engaged with the Houston education community as the
Glasscock School of Continuing Studies.
Increased access to, and success in,
the most rigorous classes for students
who have the potential to succeed in
those critical college-preparatory
courses
The best predictor of whether a student
will complete a bachelor’s degree is the
academic intensity and quality of the
student’s high school education
(Adelman, 2006). Therefore, increasing
college readiness means that a larger
percentage of a school’s students should
be enrolled and supported in the most
rigorous courses the school offers.
RICE (Continued on page 11)
The Center for College Readiness at the Glasscock School of
Continuing Studies aims to purposefully and meaningfully engage
with the education community in order to proactively address
and positively impact the learning needs of teachers, students,
counselors, and administrators. The Glasscock School makes
significant and sustainable contributions to the local, national,
and international K–12 community through high-quality,
innovative programs that engage Rice’s faculty, staff, and students
in addressing key challenges.
The AVID College Readiness System is a natural partner for a
college-readiness initiative. AVID is committed to closing
expectation and opportunity gaps for students so that they
will be prepared for postsecondary success. Integrating AVID
methodologies and strategies in classes throughout a school site
generates a culture of college and career readiness for all students,
in addition to those participating in AVID Elective classes. AVID
establishes a schoolwide structure focusing on increasing the
number of students who enroll and persist in colleges.
5
How Are School Districts Across
the Country Evaluating AVID
and Its Impact on Students?
Dennis Johnston, Senior Director, Chief Research Officer, AVID Center
With tightening budgets and everincreasing expectations for student
success, school districts across the
country are being required to do more
with less. As a result, district leaders and
high-level decision makers are asking
more questions about the effectiveness
and return-on-investment of programs
and professional learning opportunities
offered and implemented in their
schools. Answers to these and other
important questions require the
collection and analysis of data around
a well-defined study using specific
measures and outcomes that are aligned
with the intent and purpose of the
program being evaluated. The purpose of
this article is to provide a framework for
evaluating the impact of AVID, outlining
important considerations when looking at
its effectiveness, and to provide realworld examples of how several districts
have studied their AVID implementation.
One of the first considerations when
evaluating a program or intervention is to
ensure that the manner in which it has
been implemented is consistent with how
it was designed. This is often referred to
as implementation fidelity. Measuring the
fidelity with which a program has been
implemented is necessary in order to
attribute any positive outcomes resulting
from being exposed to the particular
program. Using the AVID Elective as an
example, one must first demonstrate that
students are actually receiving AVID in
the way it was designed and intended
before any positive impacts can be
asserted as a result of being enrolled in
the AVID Elective.
6
Fairfax County Public Schools (FCPS) in
Virginia recently conducted an evaluation
in their district to determine how
effectively AVID was implemented and to
what extent it had been achieving the
intended outcomes. Using the
Certification Self-Study (CSS) and other
measurement strategies, FCPS evaluators
found their schools to be implementing
AVID with good fidelity to the 11
Essentials, noting, “All of the different
parts of the program work together to
result in the outcomes reported.” Having
documented that AVID was being
implemented consistent with its design,
the research team was then able to
attribute the positive impacts on their
students, at least in part, to their
experiences in AVID.
Aligning evaluation outcome metrics
(or variables) with the intended purpose
or expectations of the program being
studied and understanding the necessary
dosage of program exposure are both
necessary steps in good program
evaluation. In the case of AVID, its
purpose and intent are to exercise the
development of metacognitive skills that
afford students access to rigorous
courses, postsecondary institutions of
higher education, and career pathways
leading to successful and enriched lives.
As such, when measuring the
effectiveness of AVID, it is important to
use outcome measures that align with its
purpose (e.g., metacognitive skills, such
as note-taking, organization, and time
management). Similarly, looking at
rigorous course enrollment among AVID
students, attendance, discipline,
preparation for college enrollment
(including SAT® and ACT® participation),
submission of the FAFSA and college
application, acceptance, and enrollment
rates are all appropriate outcomes
aligned with AVID’s purpose and intent.
Regarding dosage, research has shown
that it takes approximately two to three
years of AVID exposure for metacognitive
and academic skills to become part of a
student’s repertoire promoting academic
learning and overall success (Guthrie
and Guthrie, 2000). In sum, researchers
interested in studying the impacts of
AVID should focus on students who have
been enrolled in the AVID Elective for a
minimum of two years, coming from
schools that are AVID Certified, and using
outcome measures that are aligned to
the purpose and intent of the AVID
College Readiness System.
Let’s take a look at a few recent studies
conducted by school districts to learn
more about their efforts in evaluating the
implementation and impact of AVID.
Some of the earliest impacts resulting
from AVID exposure are the development
of metacognitive skills (student
engagement strategies), increased
attendance, and the reduction in
discipline and behavioral issues.
Researchers in Minneapolis Public
Schools (MPS) compared AVID students
to a matched sample of non-AVID
students in grades 6–10 using
attendance and several scales measuring
student engagement (e.g., teacherstudent relationships, intrinsic motivation,
future aspirations, and goal setting).
Results indicated that the grade 6 AVID
students showed less growth than
non-AVID students. Grade 9–10 AVID
students, on the other hand, showed
positive growth on the scales overall,
with the “Aspirations,” “School Work,”
and “Family Support” scales showing
significantly higher growth when
compared to the matched non-AVID
students. One hypothesis for the grade
6 finding is that these students hadn’t
yet received the dosage necessary to
bring about the level of change seen in
students that had been in AVID for a
longer period.
Attendance and discipline are two other
non-academic outcomes where AVID
students routinely outperform matched
non-AVID students, as indicated in a
recent study from Wisconsin. Researchers
studied students enrolled in AVID and a
partner program offered through the Boys
and Girls Club, Teens of Promise (TOPS),
to determine what impact these
experiences had on student attendance,
behavior, and academics. Not unlike
previous studies, AVID/TOPS students
demonstrated higher attendance rates,
particularly among low-income, African
American, and Latino students, as well
as significantly lower behavioral referrals.
Similar findings were reported in the
Minneapolis study, indicating significantly
higher attendance rates among AVID
students when compared to their
non-AVID peers.
Now, let’s take a look at rigorous course
enrollment and academic outcomes
among AVID students. A fourth offering of
district-driven research comes from the
Houston Independent School District in
Houston, Texas. In this study, researchers
sought to determine AP® course
enrollment and test-taking patterns
among AVID students and differences
between AVID and non-AVID matched
students on state test scores and various
end-of-course (EOC) exams. AVID
students were found to be more likely to
enroll in an AP course and take an AP
exam than were students in the district
overall. More specifically, nearly 60% of
AVID participants enrolled in at least one
Pre-AP or AP course, while 40.1% of
those individuals took an AP exam.
Regarding the EOC test scores, “…AVID
students drastically outperformed
non-AVID students in all subjects on the
STAAR End-of-Course exams.” Similar
findings regarding rigorous course
enrollment and EOC exam comparisons
can be found in the Fairfax, Minneapolis,
and Wisconsin studies previously cited.
Each of the four studies briefly summarized
within this article provide excellent
examples of how districts might evaluate
their AVID implementation.
Considerations around implementation
fidelity, dosage, and program intent are
all important, as they provide the
necessary context for increasing the
likelihood that research findings are
interpreted with the highest level of
integrity. As noted earlier, some of the
middle school findings were not found
to differentiate AVID from non-AVID
students, and this may be a reflection of
not having had “enough” AVID to support
growth in these areas. Using a non-AVID
matched comparison group provides
the best opportunity to identify AVID’s
impact, short of having a true
randomized design. In sum, when sound
research methodology is thoughtfully
used, districts are in a very good position
to self-monitor and evaluate the
successes of their students and teachers
as a result of implementing the AVID
College Readiness System.
Editor’s Note: View this article online at
www.avid.org to access reports and
summaries of the studies referenced.
2014 AVID Seniors from Monte Vista High School, San Diego, CA
7
Summers Count With AVID
Summer Bridge STEM Programs
Kathy Arno, Project Manager, AVID Center
During summer vacation, the days off
from school can have implications for
future academic success or setback.
Summer breaks for middle and junior
high school students can mean endless
days of searching for “something to do.”
Summertime is a perfect opportunity to
get ahead or catch up in school subjects,
and AVID provides Summer Bridge
programs for those “middle” students—
too young to be officially employed, but
too old for daycare. The AVID Math and
Science Summer Bridge programs were
developed as a project within a four-year
Michael & Susan Dell Foundation grant.
The AVID Summer Bridge programs are
designed to strengthen students’ math
and science skills, while increasing the
number of students who enroll and
succeed in eighth grade Algebra I. They
provide STEM (science, technology,
engineering, and math) opportunities for
students to explore math and science in
high-engagement environments that are
rigorous, yet enjoyable.
Program Features
•Math and science content, with AVID and WICOR emphasis: Cornell note-taking, Interactive Notebooks, writing and vocabulary activities,
and teambuilding
•Engaging, interactive, and collaborative lessons and activities
•Content aligned with national math and/or science standards
•English language learner support and focus on vocabulary development
•Curriculum for 60 hours of student contact time (15 units of four hours each)
Schools use the middle school Math
Summer Bridge programs to open access
to advanced courses for students who
were not previously identified for those
courses. The Math Summer Bridge is also
used to deepen content knowledge for
students prior to their enrollment in the
subsequent math courses.
The thematic Science Summer Bridge
programs enhance students’ critical
thinking, scientific reasoning, and
problem-solving skills. Students engage
in real-world applications of science
concepts by actively investigating
scientific problems, conducting
laboratory experiments, and analyzing
information through qualitative and
quantitative processes.
Students who have taken our Summer Bridge courses
have carried that knowledge into the next school year.
Those students have had a smooth transition into
Common Core, and I also feel it has helped the teachers
gradually change their teaching techniques and
styles to match with it, as well.
– Teresa Iglesias,
AVID Consulting Teacher,
Boise, Idaho
A creative insulating clothing item
developed in the Heat and Energy unit
of Mission Possible Summer Bridge program
8
AVID Summer Bridge Programs
Math for
7th Grade
•Program can be used to accelerate students from on-level 6th grade math to advanced
7th grade math or as an additional instruction/enrichment program prior to or after 7th grade math
•Content focus areas include: measurement (2-D figures); rational numbers (fractions,
decimals, percentages); algebraic concepts (multiple representations); coordinate
graphing; and probability (models)
•Results of an end-of-bridge exam provided by the school district, state exam scores, and previous course grade averages can be used to determine placement in 7th grade math
Algebra
Readiness
•Program can be used to accelerate students from on-level 7th grade math to 8th grade Algebra I or as an additional instruction/enrichment program prior to or after 8th grade math
•Content focus areas include: measurement (Pythagorean theorem, surface area, volume); rational numbers (squares, square roots, negative numbers); algebraic concepts (solving equations); multiple representations of functions; coordinate graphing; and probability and statistics
• Results of an end-of-bridge exam provided by the school district, state exam scores, and previous course grade averages can be used to determine placement in 8th grade Algebra
Mission
Possible
•Middle school science with primary focus on the 7th to 8th grade transition
• Students track an evil-minded scientist (Dr. Vicious) around the world to prevent his
development and release of a deadly microorganism
• Scientific investigations in biology, chemistry, physics, environmental science, and math that relate to the geographic areas where Dr. Vicious travels
• Engaging, hands-on investigations to help develop critical thinking and scientific
problem-solving skills and to have fun with science
ProPhone
and the
Environment
•A problem-based learning project integrating math and science, and using inquiry-based activities and investigations in environmental science, biology, and math
• Designed for students in the 8th to 9th grade or 9th to 10th grade transition
• Project culminates in student presentations to an adult panel of judges
•Focus areas include: student investigations in experimental design and analysis; soil and water testing; topographical maps; biodiversity; population growth; data collection and
mathematical analysis; critical thinking; and problem solving
•Designed to be team-taught by biology or environmental science teacher and algebra teacher, or a teacher skilled in both content areas
SUMMER BRIDGE (Continued on page 10)
9
SUMMER BRIDGE (Continued from page 9)
Do AVID Summer Bridge Programs
Make a Difference?
Students consistently report that they would like to be involved in
another Summer Bridge course. Teachers express their enjoyment
of teaching math and science in such creative and fun ways that
engage students in learning content material, while giving the
teachers new instructional tools for their classrooms.
Three years of data collection on the two Math Summer Bridge
programs has shown very positive results for students
accelerating from on-level to advanced-level math courses and
scoring A’s or B’s in their math courses during the subsequent
school year.
Math for 7th Grade: 68% of accelerated students received A’s and B’s.
Algebra Readiness: 63% of accelerated students received A’s
and B’s.
Students in Pre-Algebra
and Algebra I [were] laughing, working
cooperatively to name their tribes, solving
problems, and helping each other.
Summer Bridge:
A Bonus for AVID Schools and Districts
In addition to preparing students for upcoming math and science
courses, the inclusion of non-AVID students in the Math and
Science Summer Bridge programs exposes more students and
teachers to AVID strategies, while providing additional
professional learning for content teachers. This works to deepen
AVID within a school or district and makes it possible to move
AVID schoolwide, thereby impacting all students within a school.
The AVID Math and Science Summer Bridge programs
complement the AVID College Readiness System, designed to
fulfill AVID’s mission of preparing all students for college
readiness and success in a global society. The Summer Bridge
programs provide a fundamental support for this mission by
deepening students’ skills in the important math and science
disciplines, which are vital to our nation’s educational and
economic well-being.
For more information, contact Kathy Arno at [email protected].
10
– Kathy W. Dobbins
(in observing Day One of
AVID Math Summer Bridge),
Principal at Robert Anderson College and Career Academy, Anderson, South Carolina
RICE (Continued from page 5)
A central tenet of the AVID System is that
non-traditional high-rigor students should
take at least one of the most rigorous
courses offered at their schools, which
most often are Pre-AP or AP courses, as
part of their preparation for college.
Students unaccustomed to the rigor and
demands of AP need additional support
and guidance from teachers and school
staff to be successful in those courses.
Using AVID strategies in writing, inquiry,
collaboration, and critical reading as tools
of learning is essential to student success, as
are organization and study skills.
preparing for high school or the college
application process (Destination
Graduation and Destination College) or
summer enrichment courses (Algebra
Readiness and Communications Summer
Bridge and C3: Content, College, Careers).
The robust programming of the Initiative
provides multiple training and workshop
opportunities for teachers to impact
classroom content, instructional
methodologies, preparation for AP exams,
and support for all students in advanced
academic courses. These offerings
include AVID Path to Schoolwide
trainings, SAT Insight workshops, AP/
Pre-AP workshops, trainer-of-trainers
sessions on AVID instructional strategies,
and the College Readiness Institute for AP
and Pre-AP teachers. David Conley’s Keys
to College and Career Readiness
(cognitive strategies, content knowledge,
learning skills and techniques, and
transition knowledge and skills) provide
a framework into which the programming
components fit (Conley, 2014).
proven pedagogical practices
Impacting the college-readiness culture
on a campus also involves fostering a
belief that all students should be
prepared to attend college and helping
staff understand it is their job to ensure
all students possess the knowledge and
skills to be successful in college. This
belief is central to AVID’s schoolwide
approach to college readiness and its
mission of preparing all students for
college readiness.
Events to directly motivate and inform
students are available on the Rice
University campus and through online
content area materials. AVID students can
attend events designed to assist them in
The AVID – Rice Initiative has
provided a great opportunity
to serve and support educators
by providing a framework to
overtly engage the notions of
rigorous learning outcomes with
ascribed in the AVID College
Readiness System. By addressing
the concept of college readiness
with thought leaders from Rice
University and College Board,
the Initiative provided teachers
with training and support they
knew were grounded in the real
world academic expectations
their students were to achieve
as demonstrations of success.
The collaborative leadership
perspectives of Team College
provided a mechanism for school
leaders to assure that key voices
were heard and included in the
plans that establish the collegereadiness culture that is
expected of their schools.
– Dr. Wendell Brown,
Senior Director,
Central Division
AVID Center
Parents have an opportunity to be
involved in the college-readiness process
through the Essential Guide to Preparing
for College online module. This openaccess module is also available to all
students and school staff members.
Outcomes
Since inception of the AVID–Rice Initiative,
there has been a noticeable shift in the
mindset of educators in the schools,
reflecting an understanding that college
is possible for all students. The schools
report: focused, broadened discussions
at the campus level and progress on
student access to, and success in,
advanced courses; analysis and
coordination of state accountability data,
as well as both AVID and College Board
data; and heightened interest in the
professional development offerings
through the Initiative.
The schools place high value on the
professional development and
opportunities available through the
AVID–Rice Initiative. At each training or
workshop, the engagement level of
participants is high. They consistently
report their eagerness to learn new ideas
that can be implemented in their schools
from peers and other school district staff
members. The Team College concept is
gaining a strong foothold at most of
the schools.
During the third and final year of the
AVID–Rice Initiative, continued efforts
will be made on each campus to broaden
the impact of college-readiness cultures,
create sustainable college-readiness
systems, and continue progress on
advanced course enrollment and success
goals, especially for the non-traditional
high-rigor students. A great start has
been achieved in the first two years,
and the third year will undoubtedly be
even better.
References
Adelman, C. (2006). The toolbox revisited:
Paths to degree completion from high
school through college. Washington, DC:
U.S. Department of Education.
Conley, D. T. (2014). Getting ready for
college, careers, and the Common Core:
What every educator needs to know.
San Francisco, CA: Jossey-Bass.
11
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Advancement Via Individual Determination
Keynote Speaker
Dr. Freeman Hrabowski
President
University of Maryland
12
Special Guest Speaker
Sean McComb
National Teacher of
the Year
Register at www.avid.org
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