Increasing Schoolwide College Readiness through AVID

1. Increasing Schoolwide College Readiness through AVID AVID data and implications for school reform Tucson, Arizona Dr. Brandon Protas & NJ Utter

2. Session Overview • Research Findings: the AVID Impact • Data for Programmatic Decisions • Data to Generate Support • Research Findings: Fidelity & Exportability • Schoolwide College Going Culture

3. Where to celebrate?

4. 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

5. 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)

6. 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

7. Research Findings: the AVID Impact Trend levelSignificant level

8. Research Findings: the AVID Impact Trend levelSignificant level

9. Research Findings: the AVID Impact Trend levelSignificant level

10. Research Findings: the AVID Impact Trend levelSignificant level

11. Research Findings: the AVID Impact Trend levelSignificant level

12. Correlation of Academic Measures Research Findings:the AVID Impact low to moderate measure of agreement

13. 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. AP & College Success

14. Data: Programmatic Decisions • Total Number of AP Exams TakenDesert View High School

15. Data: Programmatic Decisions • 2012 Passing AP Scores (3, 4 or 5) *(Number of students enrolled in the class)

16. Data: Programmatic Decisions • 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

17. Data: Programmatic Decisions

18. Data: Generating Support good

19. Data: Generating Support good Number of students enrolled in the AVID elective

20. Data: Generating Support Summary report on AP better • 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

21. Data: Generating Support best

22. Data: Generating Support Students admissible to a four year school best

23. Data: Generating Support best 4-Year College Enrollment

24. Affective: Generating Support best • AVID Video

25. 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.

26. Research Findings: Fidelity and Exportability Fidelity

27. Research Findings: Fidelity and Exportability • 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. AVID Exportability Survey

28. Research Findings: Fidelity and Exportability Exportability

29. Research Findings: Fidelity and Exportability reasonable measure of agreement

30. Schoolwide College Going CultureSocial & Cultural Capital The Challenge: How to expand a college going culture beyond AVID to maximize its impact.

31. Schoolwide College Going CultureSocial & Cultural Capital Creating culture of college A story of two twins AVID scholarship growth The power of exposure Public celebrations of college

32. Schoolwide College Going CultureSocial & Cultural Capital A story of two twins

33. Schoolwide College Going CultureSocial & Cultural Capital AVID scholarship growth non-AVID$300,000 AVID Seniors$500,000 Class of 2012$800,000

34. Schoolwide College Going CultureSocial & Cultural Capital Creating culture of college

35. Schoolwide College Going CultureSocial & Cultural Capital Public celebrations of college

36. Schoolwide College Going CultureSocial & Cultural Capital The power of exposure

37. Schoolwide College Going CultureAVID Strategies for All Tutorials across schools Schoolwideorganizational strategies Schoolwide college testing Socratic seminar strategies FAFSA campaign for all

38. Schoolwide College Going CultureAVID Integration AVID elective for college credit AVID with advisory AVID - CTE combo Non-AVID teacher recognition AVIDschoolwide PD AVID at all staff meetings

39. Summary Use Data:Programmatically Take AVID schoolwide Research:AVID works! Use Data:Generate Support

40. Increasing SchoolwideCollege Readiness through AVID AVID data and implications for school reform Tucson, Arizona Dr. Brandon Protas Brandon.Protas@ccd.edu NJ Utter NJU@susd12.org http://www.susd12.org/AVID