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Abstract
This article examines a school district’s Advancement via Individual Determination (AVID) program using perceived self-efficacy in academic achievement and self-regulated learning, GPA and attendance as indicators of program effectiveness. Results suggest that AVID participation was positively and significantly correlated with attendance in the full sample and among Latino/students, and was a strong predictor of self-efficacy and GPA among African Americans. Findings suggest that AVID may be useful to educational leaders in thier efforts to reduce achievement gaps among ethnic minorities.
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Author Biographies
Philip M. Pugh, Jr., EdD, is a retired Army officer and former professor of Military Science (department chair) at Louisiana State University. He is currently a seven-year teacher in Manatee County Public Schools in Florida and a graduate of the College of William and Mary’s School of Education.
Megan Tschannen-Moran (PhD, The Ohio State University) is a professor of Educational Leadership at the College of William and Mary. Her research focuses on relationships of trust in school settings and how these are related to important outcomes such as the collective efficacy beliefs of a school faculty, teacher professionalism, and student achievement. Another line of research examines teachers’ self-efficacy beliefs and the relationship of those beliefs to teacher behavior and student outcomes.
