AVID Proven Achievement. Lifelong Advantage. { A panel of districts using AVID to close the achievement gap
Who is in the room? Does your school have multiple academic tracks within grades, and are those tracks the same for ALL students? How do you know? Does your school have a clear, collaborative, equitable, well-communicated, wellimplemented process for how students are placed into classes? How do you know? What drew you to this session?
The Impact of Higher Education Data Source: Bureau of Labor Statistics, Current Population Survey
Are we Preparing our Students? Data Source: Colorado Succeeds: Field Guide to Education in CO 2015
Are we Preparing our Students? Less than 50% of Colorado HS Graduates are prepared for college
Colorado s College Enrollment *Enrollment data for the first fall term after high school; **Socio-Economic Status (SES) AVID. (2014). AVID senior data collection: AVID seniors in Colorado N = 793 [Electronic Database]. National Bureau of Economic Research (2014). Current Population Survey Supplement Files [Data File, Oct 2014]. Retrieved from http://www.nber.org/data/cps.html U.S. Census Bureau (2014). Current Population Survey Data on School Enrollment. CPS October 2014 Detailed Tables [Data File, Table 7]. Retrieved from http://www.census.gov/hhes/school/data/cps/2014/tables.html
Colorado s College Persistence Colorado s College Persistence: 49% AVID in CO College Persistence: 84% Source: Colorado Department of Higher Education (2014) Source: AVID Center; National Student Clearinghouse (2014)
This is our WHY Mission/Vision: Expect More College & Career Readiness This is our HOW Commitments AVID Schoolwide Professional Development This is our WHAT WICOR writing, inquiry, collaboration, organization, reading Mind s On classrooms structures Professional development to support outcomes (SLO s = Engagement)
A Complete Definition of College & Career Readiness David T. Conley Essential Question: What do our students need to THINK, KNOW, GO, and ACT upon to be College & Career Ready?
Dr. Philip E. Bernhardt, Department Chair and Associate Professor, Metropolitan State University of Denver School of Education The process for assigning students to classes often creates barriers in accessing certain academic pathways and opportunities. This issue is typically overlooked in discussions about educational equity and college readiness. If our goal is to increase access to rigorous coursework to better prepare students for postsecondary opportunities, we must closely examine potential barriers related to course placement. EVHS AVID Students in Honors, AP, or DE courses 9 th Grade = 30.7% 10 th Grade = 87.5% 11 th Grade = 88.0% (42.0% AP, 34.6% DE) 12 th Grade = 100.0% (71.4% AP, 71.4% DE)
AVID Schoolwide We have taken the AVID College Readiness model and applied it to a series of classes for Freshman, Sophomore, and Junior Seminar courses for all students. WICORized lessons as part of Professional Development Working to get all of our Advanced Placement teachers to also attend an AVID Summer Institute or Path Training. Class of 2016 AVID Graduates 20 Students in cohort (6 drop, 2 add over 3 years) 85% Hispanic, 50% F/R Lunch, 75% First in Family Cum GPA went from 3.00 in 9 th grade, to 3.31 by 12 th grade 19 of 20 had specific 2-year or 4-year college destinations 2 Associates Degrees from CMC while in HS $136,000 in scholarships
Weld6 Greeley West HS
Cherry Creek Schools College Readiness AP Course Participation Rates Grade AVID Non-AVID 9 th Grade 23.7% 16.0% 10 th Grade 36.1% 27.7% 11 th Grade 53.7% 49.6% 12 th Grade 70.9% 50.3% Total 42.6% 35.3%
Non-Academic Influences Survey AVID students had significantly higher mean responses Behavioral Engagement (AVID: 4.21, Non-AVID: 4.06) Cognitive Engagement (AVID: 3.65, Non-AVID: 3.55) School Belonging (AVID: 4.03, Non-AVID: 3.93)
Summary of Results College readiness: AVID promotes college readiness through teaching academic strategies, in-depth information about college, and encouraging rigorous coursework. Non-academic factors AVID positively impacts students in terms of increasing self-confidence, engagement, and feeling supported at school.
Summary of Results Inclusive excellence AVID supports the district s goals of inclusive excellence by providing an avenue for students to receive college and career preparation. Additionally, AVID is reaching its target population. Implementation All sites have AVID programs in place to support student learning. While there are some differences between sites, each site has tailored the program to meet its own school needs.
Questions for the panel What impact on students does the idea of an achievement gap between White, Black and Latino students have in your schools? How does AVID fit within your district initiatives for closing the achievement gap? How do you align these systems? What do you do in your district to address issues of access and equity on campuses such that all students have the opportunity to be successful in rigorous courses? In what ways to you hold all students to high expectations while also ensuring there is academic and social support for all? What results are you most proud of in the areas of equity and excellence?
Thank you for joining us! Please visit www.avid.org for more information on AVID Contact Gordon Mosher at gmosher@avid.org at any time