Achievement For Advancement Via Individual Determination (avid) Students And Non-avid Students In Select Central Florida High Schools In 2007-2009: A Comparative Study

Publication Year:
2010
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Downloads 127
Abstract Views 45
Repository URL:
http://stars.library.ucf.edu/etd/4319
Author(s):
Connors, Linda
Tags:
Advancement Via Individual Determination; AVID; Florida Comprehensive Assessment Test; FCAT; Student Achievement; Gender; Ethnicity; Socioeconomic Status
thesis / dissertation description
The focus of this study was to examine the relationship of student participation in the Advancement Via Individual Determination (AVID) program and student academic performance. More specifically, this study was conducted to determine if there was a mean difference in student performance on the Florida Comprehensive Assessment Test (FCAT) in mathematics, reading, and writing between students who participated in the AVID program during their first two years of high school and students who had similar demographics (e.g., ethnicity, gender, and economic status) but did not participate in the AVID program for 2007-2009. The population for this study consisted of students from six high schools with certified AVID programs during the 2007-2008 and 2008-2009 school years in two central Florida school districts. Students participating in the AVID program were matched with non-AVID participants for each school site by ethnicity, gender, socioeconomic status, and tenth grade mathematics or English course. The results of this study did not indicate statistically significant differences in the FCAT mathematics and reading developmental scale score gains between the AVID and non-AVID students. However, the non-AVID students performed significantly higher on the tenth grade writing component of the FCAT. Participation in the AVID program produced no statistically significant findings for the factors of gender, ethnicity, and socioeconomic status for FCAT mathematics, reading, or writing. The findings indicated that AVID and non-AVID students could not be differentiated by FCAT performance measures in the mathematics and reading domains.