Teachers’ Beliefs about Educational Justice in an Advancement via Individual Determination (A.V.I.D.) Program

Gillmore, Marina; Sullivan, M. Alayne

doi:10.13189/ujer.2014.020313

Cited by 1 publication

(1 citation statement)

References 31 publications

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“…Mixed findings have resulted in some difficulties in evaluation of the full academic efficacy of the AVID program, and assessment via qualitative methodology can enhance the expectancy bias and make causal claims of success difficult (Gillmore & Sullivan, 2014). Prior research findings suggest that, depending on data source and expectancy effects, different conclusions regarding effectiveness of AVID participation can be drawn (Black et al 2008).…”

Section: Advancement Via Individual Determination (Avid)mentioning

confidence: 99%

The Impact of a School-Based Academic Support Program on Students’ Psychosocial Impairment

White¹,

Hatchimonji²,

Vaid³

et al. 2023

JEDP

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The skills conveyed in high school are essential for success, and evidence suggests that psychosocial well-being is critical to that process. Advancement via Individual Determination (AVID) is an in-school, academic support program that targets underserved students. The current study explored the impact of an intervention program targeting academic achievement on student perceptions of social support and psychosocial impairment. The study was conducted in an under-resourced, majority Latinx high school and the sample included 75 AVID students and 140 demographically matched controls. Hierarchical linear regression analyses were performed to identify the impact of participation in the AVID program on symptoms of emotional and behavioral distress. After controlling for demographics factors and academic achievement, student perceptions of emotional and teacher support explained 7.2% of the variance in psychosocial distress; participation in the AVID intervention was found to have significantly improved the variance accounted for (ΔR2=.02, 5.13, p=.025; R2=.11, F(9,204)=2.90, p=.003). The results of this study indicate that perceived teacher social support and AVID participation were, independently, significantly associated with reduced student psychosocial distress. These findings suggest that interventions targeting the complex mechanisms of school achievement may also have a positive impact on psychosocial impairment beyond student perceptions of social support.

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Section: Advancement Via Individual Determination (Avid)mentioning

confidence: 99%