Where is AVID? AVID impacts more than 700,000 students in 46 states and 16 other countries/U.S. territories AVID Divisions States that do not have AVID: Louisiana, Maine, Rhode Island, South Dakota *Numbers as of 10/1/11

The AVID impact on schools Increases enrollment in advanced academic courses (Pre AP/Honors) and increases the rigor of all courses Implements instructional best practices for all students in the school Creates a college-going culture throughout the school Every year, AVID collects data from seniors in the AVID Elective class; participation is optional, and typically around 90 percent of the seniors participate. We collect this data to help ensure AVID fidelity and to make improvements to the AVID Elective classes as needed. [NEXT]

COMMON CORE STATE STANDARDS AVID aligns with the Common Core COMMON CORE STATE STANDARDS AVID Are aligned with college and work expectations Is focused on preparing students to become college and career ready Are clear, understandable, and consistent Is based on a clear set of 11 Essentials Include rigorous content and application of knowledge through high-over skills Provides rigor in the classroom through higher-level thinking activities Build upon strengths and lessons of current state standards Supports the implementation of all state standards in all content areas Are informed by other top-performing countries so that all students are prepared to succeed in our global economy and society Prepares all students for college readiness and success in a global society Are evidenced-based Is based on more than 30 years of data While the debate continues in the few states that have not adopted the Common Core Standards, 45 states have done so, and they are preparing to employ the standards. Briefly, here’s how AVID “fits” with the Standards. In his article entitled “Common Core,” published in the March 2011 edition of Educational Leadership, David Conley asserts that “the common standards and assessments can vault education over the barrier of low-level test preparation and toward the goal of world-class learning outcomes for all students” (Conley 17). This assertion is also quite apparent in AVID’s Mission Statement, and AVID educators have been empowering students to become college-ready and college-prepared through the use of effective learning strategies for more than three decades. The schoolwide effect of AVID affords both the AVID elective students and students at large to benefit from data-driven, highly effective teaching and learning strategies that are integrated into classes across the curriculum. The philosophy of the AVID system has always been to address student needs and bridge instructional gaps in order to provide all students with an education that will lead to success at the next level, be it in an Algebra 1 class in middle school or an Advanced Placement Composition class in high school. Brad Ruff “AVID and the Common Core” blog , March 2012

Eighth graders taking Algebra The number of AVID 8th graders enrolled in Algebra is almost 50% higher than the national average. Rigor starts early in AVID as students in the 8th grade AVID Elective class are expected/urged to take Algebra. WHY IS THIS IMPORTANT? Students who take Algebra in eighth grade are prepared for more advanced coursework in math and science once they reach high school. They are also more likely to attend and graduate from college than eighth graders who do not take Algebra. AVID General Data Collection 2011-2012, 8th graders enrolled in AVID, n = 70,071 COMPARATOR: National Center for Educational Statistics (NCES), Early Childhood Longitudinal Study, 2007 http://nces.ed.gov/pubs2010/2010016.pdf

AVID students participate in AP Rate of participation in AP classes by race/ethnicity AVID compared to students with AP Potential APReport.collegeboard.org, pg. 17 AVID takes students with academic potential and ensures they are on track for college success, including participation in high-rigor courses such as AP. An analysis of nearly 771,000 graduates with AP potential found that nearly 478,000 (62 percent) did not take a recommended AP subject. Underserved minorities appear to be disproportionately impacted: 74 percent of American Indian/Alaska Native students, 80 percent of black/African American students, and 70 percent of Hispanic/Latino students did not take the recommended AP subject. “AP potential” is defined here as a 70 percent or greater likelihood of scoring a 3 or higher on an AP Exam. These data are based on 2,005,862 public school PSAT/NMSQT® takers in the class of 2011. Students were classified as taking a recommended AP subject if they completed an AP Exam in a subject for which they had potential to succeed. OR: College Board looked at 2 million public school students in the class of 2011 who had taken PSAT/NMSQT. -771,000 showed AP potential -478,000 (62 percent) did not take a recommended AP subject *2011 graduates with AP potential AVID Senior Data Collection 2010-2011 The 8th Annual AP Report to the Nation, Feb 2012, College Board

AP test-taker comparison Students who took at least one AP test While the trend is increasing in AP test participation, overall, AVID students outpace their peers in taking AP tests for college credit. [APReport.collegeboard.org, pg. 17] AVID is not about remediation; it is about acceleration. TRANSITION TO COMMON CORE: So what does AVID do to prepare students for rigorous courses like AP? AVID Senior Data Collection 2010-2011 The 8th Annual AP Report to the Nation, Feb 2012, College Board

AP test-takers by ethnicity Students who took at least one AP test by ethnicity Notice, the greater percentage of AVID students (by race) that take at least one AP test when compared to their peers nationally. [APReport.collegeboard.org, pg. 17] TRANSITION TO COMMON CORE: So what does AVID do to prepare students for rigorous courses like AP? AVID Senior Data Collection 2010-2011 The 8th Annual AP Report to the Nation, Feb 2012, College Board

AVID closes the achievement gap Preparing students for college means making sure they take the courses required by colleges to be accepted. With AVID, ALL racial groups complete four-year college entrance requirements at a rate of 82% or higher. The importance of this chart is the differences in the gaps between the highest percentage and lowest percentage for AVID and the U.S. Notice, AVID is closing the achievement gap as measured by students completing college entrance requirements, that is, a smaller gap exists for AVID students between the highest (92%) and lowest (82%) = 10% compared to the U.S overall highest (49%) and lowest (21%) = 28%. College Entrance Requirements are defined by each state differently, but usually encompass at least: English: 4 years Foreign Language: 2 to 3 years Math: 3 years Science: 2 - 3 years Social Studies (including history): 2 to 3 years TRANSITION to RIGOR: In order to close the achievement gap, high standards must be set for ALL students, and they must be able to be successful in rigorous courses like AP, IB or Cambridge. [NEXT] AVID Center. AVID Senior Data Collection. Study of 33,204 AVID Seniors, [Electronic Database]. (2011- 2012). Manhattan Institute, Education Working Paper 3. 2003. Greene, J.P., Forster, G. "Public High School Graduation and College Readiness Rates in the U.S.” *(Filipino and Other not classified in Manhattan Institute study) National data represents the most current comprehensive data available

2012 AVID seniors 89.9% plan to enroll in a college or university 57.7% plan to enroll in a four-year university 32.1% plan to enroll in a two-year college AVID Center. AVID Senior Data Collection. Study of 32,991 AVID Seniors, [Electronic Database]. (2011- 2012).

Demographics: 2012 AVID seniors This slide shows the overall demographics of all reported AVID Seniors in 2011-12. 70% qualify for free and reduced-price lunch AVID Center. AVID Senior Data Collection. Study of 33,204 AVID Seniors, [Electronic Database]. (2011- 2012).

Parents’ Highest Level of Education Demographics: 2012 AVID seniors Parents’ Highest Level of Education

AVID students in college Remember! AVID students are typically those who do not have a college going experience in their families. This shows huge retentions for AVID alumni that most struggle to stay in college: part-time students and student who start at two-year colleges. Still the 1% advantage of AVID over the national figure for full-time students starting at four-year colleges/universities is statistically significant because both groups – nation & AVID have very large numbers. Note too that this is based on retention – a measure of re-enrollment in the same school. This will be lower than persistence rates since persistence includes students who transfer from freshman to sophomore years and retention does not. Source: AVID data from AVID study of 2010 AVID Graduates in National Student Clearinghouse. All differences are statistically significant . National data from the National Center for Education Statistics IPEDS fall 2010 survey. Course load refers to enrollment in Fall 2010.

Took AP course but not Exam Impact of AP on college graduation rates Student Group AP Exam Grade of 3, 4, 5 AP Exam Grade of 1, 2 Took AP course but not Exam African American 28% higher 22% higher 16% higher Hispanic 12% higher 10% higher White 33% higher 20% higher Low-Income 26% higher 17% higher Not Low-Income 34% higher 23% higher 19% higher Taking rigorous courses, like Advanced Placement, and the corresponding exam mean higher college graduation rates for all ethnicities. The Relationship Between Advanced Placement and College Graduation (National Center for Educational Accountability)