Date of Award
12-2022
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Dr. Jane Clark Lindle
Committee Member
Dr. Renée N. Jefferson
Committee Member
Dr. Hans W. Klar
Committee Member
Dr. Noelle A. Paufler
Abstract
From this mixed method study, I present my findings on the effects of selected aspects of the Advancement Via Individual Determination (AVID) program on rural middle school students’ mathematics achievement. Previous research on the AVID program has focused on implementation in urban schools, although rural communities’ student populations continue to grow.
Most research on AVID’s success in urban settings show positive correlations between how long students participate in the AVID program and their college readiness. Other research about predictors of college success shows students who do not enroll in advanced level mathematics courses in middle school are less likely to enroll in and find success in college. This study sought to determine if implementing the AVID program in a rural middle school could lead to higher mathematics achievement, and thus greater access to advanced level mathematics courses in middle and high school, considered gateway courses to college success.
In this study, I answer two research questions: What effects on student achievement in mathematics resulted from each of the selected AVID Essentials; student selection, AVID elective course, and the active interdisciplinary site team. My second research question focused on the adaptive implementation of the AVID program: According to AVID’s implementation self-study instrument (AVID, 2009), how well did the school implement each of these selected AVID Essentials; student selection, AVID elective, enrollment in rigorous curriculum, and the active interdisciplinary site team.
To determine the effectiveness of the AVID program, students enrolled in AVID were matched to non-AVID students. Participants and their matched control students’ growth in mathematics was measured with the Kruskal-Wallis one-way analysis of variance test using a 95% confidence level. Participating students responded to interviews to inform on any adaptations to the implementation of the AVID program necessary in the rural setting.
The results of my study revealed no significant effect on student’s mathematics achievement resulting from the AVID program as implemented at Trout Lake Middle School. Additional data revealed an adaptive implementation of the AVID program at Trout Lake. Further research should be completed to determine the effectiveness of the AVID program when implemented as prescribed.
Recommended Citation
Allen, James, "The Effects of the AVID Program on Rural Student Growth in Middle Grades Mathematics" (2022). All Dissertations. 3236.
https://open.clemson.edu/all_dissertations/3236
Included in
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons