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dc.contributor.advisorMacNeil, Angus J.
dc.contributor.advisorBusch, Steven D.
dc.creatorCampbell, Jonathan
dc.date.accessioned2017-08-17T17:25:08Z
dc.date.available2017-08-17T17:25:08Z
dc.date.createdAugust 2015
dc.date.issued2015-08
dc.date.submittedAugust 2015
dc.identifier.urihttp://hdl.handle.net/10657/2026
dc.description.abstractAfrican Americans and Hispanics may experience double isolation as a result of the attributes of race and poverty and predominantly attend schools with far greater numbers of low-income students than white or Asian students (Siegel-Hawley & Frankenberg, 2012). The Texas Education Agency reported that 60.3% of students enrolled in Texas schools are considered economically disadvantaged (TEA, 2013). The President’s Advisory Commission on Educational Excellence for Hispanic Americans (2003) stated that the United States will suffer significantly in “lost tax revenues, lower rates of consumer spending, reduced per capita savings and increased social costs” (p. 3) due to a growing uneducated workforce. Many educational leaders look to support programs such as Advancement Via Individual Determination (AVID) Program on High Student Achievement that is designed to close the learning gaps for economically disadvantaged students. The purpose of the study is to determine if significant differences exist between AVID students and non-AVID students, in grades 9-12 regarding whether they achieved math and English TAKS commended status, PSAT scores, frequency of AP exams taken, and AP exam scores. Matched and non-matched pair samples were used with a parametric independent samples two-tail t-test and a Pearson chi-square to determine if statistically significant differences exist between AVID and Non-AVID student achievement scores and levels. Additionally, this study sought to determine the perceptions of AVID teachers and the principal regarding the effectiveness of the AVID program. In the finding of this study, AVID and non-AVID students reported statistically significant differences on 19 of the college readiness standards reported from the math and English TAKS, PSAT, and AP exams. Conversely, no significant differences between AVID and non-AVID students were reported on the 5 following college readiness standards: both matched and non-matched English TAKS commended status, non-matched PSAT writing skill scores, and frequency and scores on AP exams. Moreover, AVID students performed just as well or better in 6 college readiness standards than non-AVID students. Additionally, this study found that the perceptions of teachers and administrators with regards to the AVID program reported teacher effectiveness, administrative support, substantial professional development offerings, and positive student motivation as important elements to closing educational achievement gaps. Also, this study found students needed to be exposed to a college-going atmosphere with a cultural mindset of educational achievement through rigorous coursework. Lastly, this study realized a college readiness preparation indicator program would be beneficial to monitor student progress.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.subjectEconomically Disadvantaged
dc.subjectFirst Generation College Bound
dc.subjectAVID
dc.subjectSecondary
dc.subjectCollege Readiness
dc.titleThe Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards
dc.date.updated2017-08-17T17:25:08Z
dc.type.genreThesis
thesis.degree.nameDoctor of Education
thesis.degree.levelDoctoral
thesis.degree.disciplineProfessional Leadership
thesis.degree.grantorUniversity of Houston
dc.contributor.committeeMemberEmerson, Wayne W.
dc.contributor.committeeMemberBorneman, Robert C.
dc.contributor.committeeMemberMcGlohn, Robin
dc.creator.orcid0000-0001-6539-1258
dc.type.dcmitext
dc.format.digitalOriginborn digital
dc.description.departmentEducational Leadership and Policy Studies
thesis.degree.collegeCollege of Education


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