Keywords

AVID, Middle Schools, Florida, Advancement Via Individual Determination

Abstract

With the passage of the No Child Left Behind Act, schools and school districts have come under increased pressure to demonstrate student proficiency and success at the elementary, middle and high school levels. Each state is required to use standardized test data as evidence of student proficiency. The data is collected by each state and reported to the federal government to demonstrate progress. In Florida, the exam used to record proficiency is the Florida Comprehensive Assessment Test (FCAT). At all three levels, the FCAT is administered annually and the results are used to create school grades ranging from A-F. Florida high schools fall in the lowest 10% in the nation for graduation rates, graduating less than 60% of high school students. The pressure created by these high stakes tests have led to a growth in Florida secondary schools implementing the Advancement Via Individual Determination (AVID) program. AVID seeks to offer a rigorous curriculum with additional support to underserved students. However, some literature demonstrates that schools with AVID improve the success of not only AVID students, but the overall population as well. This is commonly referred to as the "AVIDization" of a school. This study used an independent t-test to compare middle schools in eleven Florida county school districts with AVID to non-AVID schools in the 2007-2008 school year in six main areas; a) FCAT Math scores, b) FCAT Reading scores, C) overall FCAT scores, d) frequency of disciplinary incidences, e) attendance rates, and f) overall FCAT scores with controlled data. In this study, 85 middle schools had AVID and 179 middle schools were non-AVID. In comparing AVID to non-AVID students in the six areas, the t-test demonstrated that schools with the AVID program did not outperform non-AVID schools in the three FCAT tested areas. Also, the data shows that AVID schools were more likely to have higher reported rates of disciplinary incidences then non-AVID schools.

Notes

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Graduation Date

2009

Advisor

Doherty, Walter

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Research, Technology and Leadership

Degree Program

Education

Format

application/pdf

Identifier

CFE0002905

URL

http://purl.fcla.edu/fcla/etd/CFE0002905

Language

English

Release Date

November 2010

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Included in

Education Commons

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