The Effects of AVID on Student Achievement


Author/Creator ORCID





Masters of Education

Citation of Original Publication


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Abstract The purpose of this study was to analyze the effects of the Advancement Via Individual Determination (AVID) program’s use of culturally responsive teaching methods on the achievement of grade seven middle school students. The study compared the mean English Language Arts (ELA) Quarterly Assessment scores of AVID and non-AVID student groups. The measurement tool was the second quarter ELA Quarterly assessment. An independent t-test was run to determine whether there were significant differences in the ELA assessment scores between the AVID students and the non-AVID students. Analysis of the data revealed that there was not a statistically significant difference in the ELA Quarterly Assessment between the AVID students. Further research is required to determine whether there is a relationship between AVID program enrollment and student performance. This research should include a larger sample size, a different implementation strategy (non-virtual learning vs virtual learning), additional instructional days, and a different assessment.