Raising Academic Performance for Students in the Middle Dr. Betty Krohn, AVID Texas Program Manager Ben Solomon, AVID Texas Program Manager

Who is in the Middle? Think about students with whom you have been associated that you consider to be “in the middle.” What is it about these students that puts them “in the middle?”

Students in the academic middle Who are they? B, C, and D Students Falling short of their potential Capable of completing rigorous curriculum First in family to attend college Historically underrepresented in four-year colleges and universities Economically disadvantaged Students in the academic middle

Challenges and Choices: Raising Achievement and Closing Gaps These slides should establish the urgency of action needed.

Underlying Everything Is the Cycle of Low Expectations Poor Test Results Less Challenging Courses Low Level Assignments/ Instruction

National Rates National Rates Race and ethnic graduation rates based on the Urban Institute’s Cumulative Promotion Index. Disability graduation rate is from National Council on Disability, 24th Annual Report to Congress. Realize the Dream, National Report Card on Education and Equal Opportunity, accessed 10/3/2005: http://realizethedream.civilrights.org/scorecards/national.cfm

Of 100 Kindergarteners… U.S. Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, In The Condition of Education, 2002.

College Graduates by Age 24 Young people from High 75% Income families Young people from Low 9% Tom Mortenson, Postsecondary Educational Opportunity.

The Reality... Nearly 75% of high school graduates enter colleges, but only 12% of these students have completed a significant college-prep curriculum.* Consequences: High percentages of students requiring remediation Low bachelor’s degree completion rates Kati Haycock, Closing the Achievement Gap, Educational Leadership, 2007.

Students Who Require Remediation Are Less Likely to Earn a Degree Cliff Adelman, Cliff in Crosstalk. Vol. 6 No.3, Summer 1998.

Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002.

In the end, we have to make different choices. Achievement and opportunity gaps come from choices that educators and policymakers make. Choices about: How much to spend on whom What to expect of different schools and students Who teaches whom How to organize classrooms and schools

“College by design, not by chance” Change Sought... To develop an equitable College-Going Culture in secondary schools… “College by design, not by chance”

Meeting the Challenge To help all students do rigorous work and meet or exceed high standards in each content area, we must help students: Develop as readers and writers. Develop deep content knowledge. Know content specific strategies for reading, writing, thinking and talking. Develop habits, skills, and behaviors to use knowledge and skills.

Academic Preparation Transcript Study: “the single biggest predictor of college success is the quality and intensity of students’ high school curriculum” Cliff Adelman, Answers in the Tool Box, U.S. Department of Education, 1999.

What is Academic Rigor? Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging. Taking rigorous courses opens doors! Teaching What Matters Most; Standards and Strategies for Raising Student Achievement by Strong, Silver and Perini, ASCD, 2001.

What Rigor Looks Like for ALL Students… qualitatively different academic environments no predetermined limits development of deep understanding consistent engagement in sophisticated investigations building inquiry-based learning communities

What Rigor Looks Like for ALL Students… building upon interests, strengths and personal goals teachers and students as risk-takers creation of life-long learners and thinkers encouragement of independent investigation acceptance of responsibility

Adelman, 1999 American Educator, 2004 Academic Preparation Academically well-prepared students are likely to graduate from college regardless of their social background. Unprepared students of all backgrounds are not likely to do so. Adelman, 1999 American Educator, 2004

AP and College Success 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. Camara, Wayne (2003). College Persistence, Graduation, and Remediation. College Board Research Notes (RN-19). New York, NY: College Board.

Impact of AP on 5-Year College Graduation Rates Chrys Dougherty, Lynn Mellor, and Shuling Jian, The Relationship Between Advanced Placement and College Graduation (National Center for Educational Accountability, 2005)

Individual Determination [L. avidus]: eager for knowledge Advancement Via Individual Determination [L. avidus]: eager for knowledge

Superman vs. Batman Superman – Gifted & Talented Superman is naturally Gifted & Talented. He does not need any special help or toys and gadgets to be successful. He just flies and is blessed with powers naturally. Batman – AVID Students Batman is just as capable as Superman, but he needs: Alfred the Butler (AVID Teacher), Special toys and gadgets (AVID Classroom and WICR), and Robin (AVID tutors and peers)

AVID Program Components Classroom curriculum Academic instruction Instructional tools Tutorial support Student connections Professional development

The AVID Elective Curriculum

Academic Instruction WICR Study Skills Writing to learn Inquiry Collaboration Reading to learn Study Skills

Instructional Tools Cornell Note Taking Planners/Time Management Binders/Organizational Skills AVID Curriculum Library

Tutorial Program Collaborative Tutorial Socratic method Costa’s levels of questioning 1 college tutor for every 7 students

Collaborative Support for the Success of Students Colleges and Universities AVID Support Staff Community Parents AVID Coordinator (AVID Elective Teacher) Student Student Administration Tutors Subject Area Teachers Counselors Collaborative Support for the Success of Students

Student Connections Teacher/adult advocate Supportive peer groups Community service activities Extracurricular activities and leadership opportunities Motivational activities Career and college exploration

Professional Development Summer Institute District Director training Content area PATH trainings Tutor training Regional workshops

Teachers benefit from... Involvement in a systemic and curricular approach Initial in-depth staff development and ongoing support in regions and districts Focus on results Accountability Site team work Increased leadership

Effective Instruction by Meta-Analysis AVID and Classroom Instruction That Works Effective Instruction by Meta-Analysis examines average effect of 1251 experimental studies focuses on instructional strategies with high probability of success for all pupils, K-12, in all subjects expresses results as effect size (An effect size of 1 = 34 percentile point gain) Classroom Instruction That Works (2001, ASCD) , Marzano, Pickering, & Pollock, page 4-7.

Categories of Instructional Strategies That Affect Student Achievement Identifying similarities and differences 45%* Summarizing and note-taking 34% Reinforcing effort & providing recognition 29% Homework and practice 28% Nonlinguistic representations 27% Cooperative learning 27% Setting objectives & providing feedback 23% Generating and testing hypotheses 23% Questions, cues, & advance organizers 22% *Increase in achievement (percentile) of the experimental group compared to the control group Classroom Instruction That Works (2001, ASCD) , Marzano, Pickering, & Pollock, page 7.

Why AVID Works Accelerates under-achieving students into more rigorous courses Teaches academic skills not targeted in other classes Provides intensive support with in-class tutors and a strong student/teacher relationship Creates a positive peer group for students Develops a sense of hope for personal achievement gained through hard work and determination

AVID Teaches the “Hidden” Curriculum In AVID students are challenged with rigorous curriculum, but they are also taught: Leadership Skills Study Skills Organizational Skills Goal Setting Student Success Skills Social Skills

AVID Strengthens Middle school/high school articulation Accountability Comprehensive professional development A district-wide focus on results

How AVID Supports School Wide Change Builds Partnerships: Collaboration with College Board Partners in state and federal grants Partners with community organizations Partners with parents Partners with counseling programs Collaboration with college outreach programs

How AVID Supports School Wide Change Creates a College Going Culture: Site team focused on a college-going culture College field trips and research projects College tutors as role models College going data to guide district plan Guest speakers Increased AP and Pre-AP participation, especially for minority students Implements research based, best instructional practices for all students in the school

The success of AVID persists despite differences in: school location school ethnic distribution school poverty level

AVID A student’s perspective

AVID in Texas San Antonio ISD implemented AVID in1997. In 2008/2009, AVID is in 105 school districts and 2 charter programs, serving approximately 600 campuses. The Texas AVID program is the second largest in the nation. AVID is a state approved, innovative elective course with PEIMS numbers for AVID I – IV. AVID Professional Development trainings have been approved to receive continuing professional development credit by the Texas State Board of Educator Certification.

Data gathered in 2008-09 about AVID’s 2009 seniors. n = 1680 AVID Results in Texas AVID seniors had a 97.7% graduation rate. AVID seniors boasted an SAT and/or ACT taking rate of 86.2%. 91.8% of AVID graduates completed four-year college entrance requirements. 77.5% of seniors who applied to 4-year college and were accepted. (n = 1680) Data gathered in 2008-09 about AVID’s 2009 seniors. n = 1680

AVID Growth in Texas High Schools Implementing AVID 2008-09 246 Sites Middle Schools Implementing AVID 2008-09 280 Sites

AVID Growth in Texas High Schools Implementing AVID 2008-09 23,547 Students Middle Schools Implementing AVID 2008-09 18,937 Students

AVID in Texas (2007-08) with AVID 2008-09 State of Texas Demographics AVID Student Demographics

AVID in Texas – TAKS Data TAKS Performance (% Passing) with Demographic Comparisons: State of Texas vs. AVID in 2007-2008     7th Grade 8th Grade 9th Grade 10th Grade 11th Grade Reading Math Writing Social St English Science State of TX 88 80 93 95 79 91 87 64 66 89 65 81 White 94 90 96 98 Hispanic 83 75 92 73 54 57 85 53 African American 69 67 82 48 50 Eco Dis 72 71 86 52 55 84 51 70 AVID in TX 97 74

TAKS Performance (% Passing) with Demographic Comparisons: State of Texas vs. AVID in 2007-2008     7th Grade 8th Grade 9th Grade 10th Grade 11th Grade Reading Math Writing Social St English Science State of TX 88 80 93 95 79 91 87 64 66 89 65 81 White 94 90 96 98 Hispanic 83 75 92 73 54 57 85 53 African American 69 67 82 48 50 Eco Dis 72 71 86 52 55 84 51 70 AVID in TX 97 74

AVID in Texas – College Readiness Indicators Percent of Graduates in 2006-2007 2006-2007 State of Texas 2006-2007 AVID in Texas

AVID Results in Texas In August of 2007, Northside ISD, in San Antonio, implemented AVID at the middle school level.

AVID Results in Texas In just one year, Northside AVID students have shown tremendous gains in the number of students scoring “Commended” on the TAKS Reading Test.

AVID Graduates Nationally 99% plan to enroll in a college or university 69% plan to enroll in a four-year university 30% plan to enroll in a two-year college 59% of parents had no college level experience AVID Center Data Collection System, 2006-2007 Percentages have been rounded to the nearest whole percent

Using High School Allotment Funds Section 39.114 High School Allotment states that districts and campuses must use funds to: Implement college readiness programs to prepare underachieving students for college Implement programs that encourage students toward advanced academic opportunities, such as dual credit and AP Implement programs that give students opportunities to take academically rigorous course work, including four years of math and science Using High School Allotment Funds

Using High School Allotment Funds Section 39.114 High School Allotment states that districts and campuses must use funds to: Implement programs that align the curriculum for grades 6 through 12 with postsecondary curriculum Implement other high school completion and success initiatives in grades 6 through 12 as approved by the commissioner AVID meets ALL HB1 requirements Using High School Allotment Funds

See projected AVID program cost handout AVID: The Cost One-time Costs: AVID Library District Director training (over a 2-year period) Ongoing Costs: College tutors AVID membership fees Summer Institute registration and travel Continuing professional development See projected AVID program cost handout

AVID: The Support AVID Support Regional trainings and meetings: Tutor Trainings Coordinator/Elective Teacher Meetings and Professional Development Administrator/Counselor Meetings and Professional Development District Director Meetings Yearly Curriculum Updates State District Director Meetings Regional PATH Trainings AVID Support

Texas AVID Research Watt, Yanez, & Cossio (2003): AVID: A Comprehensive School Reform Model for Texas. National Forum Journal Watt, Powell & Mendiola (2004): Implications of One Comprehensive School Reform Model for Secondary School Students Underrepresented in Higher Education. JESPAR. Watt, Powell, Memdiola & Cossio (2006): School-wide Impact and AVID: How Have Selected Texa High Schools Addressed the New Accountability Measure? JESPAR. Watt, Huerta & Cossio, 2004. Leadership and Comprehensive School Reform: Implementation of AVID in Four South Texas Border Schools. The Catalyst. All reports are available on the Texas AVID Website at: http://avid.panam.edu

Culture and Commitment, Margaret Mead, 1996 Never doubt that a small group of thoughtful, committed people can change the world; indeed, it is the only thing that ever has. Culture and Commitment, Margaret Mead, 1996

AVID Texas State Office Phone: 972-591-2550 Contact Information: Eileen Friou State Director efriou@avidcenter.org Patrick Briggs Assistant State Director pbriggs@avidcenter.org Dr. Betty Krohn Program Manager bkrohn@avidcenter.org Ben Solomon Program Manager bsolomon@avidcenter.org AVID Texas State Office Phone: 972-591-2550