abstract: Many educators believe that the path to a better future is a college education. Initiatives that promote college-going cultures are quite commonplace in many public high schools with some offering elective college-prep support programs like Advancement Via Individual Determination (AVID). Yet, certain groups of students are not taking advantage of these opportunities. In the initial AVID sections at a metropolitan high school in the American Southwest, the girls out-numbered the boys 2:1, and the Hispanic girls outnumbered the Hispanic boys by almost 3:1. The purpose of this study was to uncover some of the factors that influenced five Hispanic males' participation, or lack thereof, in AVID, and the ways in which those factors connected to their masculine identities. What the participants say about what influenced them to be involved, or not, in the program is reported. Some themes revealed in the interviews include how the participants' scholar identity is connected to their masculine identity, how they balance their "coolness" quotient with their desires to achieve academic success, how they depend on personal relationships and collaboration, and how their families and communities have influenced them. This information may lead to the development of strategies that will increase future representation of Hispanic males in similar programs. / Dissertation/Thesis / Ed.D. Curriculum and Instruction 2011

abstract: In an effort to better prepare K-12 students for college and career readiness, Advancement Via Individual Determination (AVID) has created a college and career readiness system that is implemented in schools across the United States and in many international locations. Part of this system of schoolwide transformation, is the AVID Elective class, designed for students in the academic-middle. In the AVID Elective, students are supported in their efforts to attend four-year universities. A critical aspect of the AVID Elective class is the weekly implementation of AVID Tutorials, ideally led by trained college tutor/mentors. The purpose of this action research study is to investigate support structures of AVID Tutors beyond the current tutor training system, in order to see how additional methods can contribute to continual improvement of the tutor training system. Findings from this study indicate that expanding current tutor-training practice to include a blended-learning, on-the-job model, might be beneficial for AVID Tutors and AVID Students. Through a mixed methods action research study, both qualitative and quantitative data collection tools were employed to help understand the effect of additional tutor training supports. Interviews, tutor assignments, observations of tutorials, and pre- and post-tests provide the bulk of the data studied. Further, this study could provide critical information for key AVID stakeholders who seek to offer training to tutors in AVID. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2018

This study examined AVID’s effects on the metacognitive development of students taking the AVID Elective during their 9 th grade year. The purpose of this study was to examine the differences in metacognitive development between AVID and non-AVID students in two high schools during their 9 th grade year. Metacognition was operationally defined as an individual’s thinking about how they are thinking, called ownership of learning, and the application of skills, called learning techniques, that students utilize to accomplish a task. Additionally, GPAs were compared to determine potential differences in cognitive development. The quantitative study used a pre-test, post-test design, utilizing a validated test called the LASSI-HS™, which measures a student’s level of metacognition. An Analysis of Covariance (ANCOVA) was used to determine whether there were differences on eight metacognitive measures of attitude, motivation, anxiety, time management, self-testing, study aids, test strategies, and collaboration. A Chi-square test for independence was used to examine differences between taking at least one advanced course during 10 th grade for both AVID and non-AVID students. Lastly, a two sample t-test was used to examine potential differences between 9 th grade GPAs between AVID and non-AVID students. The framework was based on Flavell’s theory of “Metacognition and Cognitive Monitoring” and Conley’s Key Learning Skills and Techniques. The findings of this study indicate that there was a significant difference between AVID and non-AVID students in the use of study aids and advanced coursework in the 10 th grade. Additional consideration was given to the metacognitive measures of anxiety, motivation, and self-testing. Lastly, the findings indicate that AVID may provide students with long-lasting benefits, such as college acceptance and increased college persistence.

This qualitative case study examined the Advancement via Individual Determination (AVID) program in a high-achieving, suburban high school using the foundation of social capital theory. The researcher investigated how students' participation in AVID, specifically their relationships with their AVID teacher and other AVID students, affected their behaviors and achievement in high school along with their plans for attending a post-secondary institution. Five years ago, Bill Gates called America's high schools "obsolete," and, more recently, he testified before the Congress that "every student in America should graduate from high school ready for college, career, and life. "Every child," Gates stated, "no exceptions" (Alliance for Excellent Education, 2007). This notion of preparing every child in America and overcoming their demographics, family backgrounds, and economic hardships is continuing to burden America's public high schools. In this era of accountability, high schools are faced with the monumental undertaking of graduating all of its students and preparing them for post-secondary success while at the same time meeting the requirements set forth by the federal mandate No Child Left Behind (NCLB. To achieve both of these lofty goals, high schools must provide all of its students, especially those who are labeled at-risk, with an appropriate and rigorous instructional program coupled with effective safety nets and interventions designed to provide students with the support they need to be successful academically. Many schools, even those that are high-achieving and positioned in affluent, suburban communities, have pockets of students who are in need of additional support from the school setting in order to succeed. Nationwide, high schools are implementing various programs and intervention systems to enhance student achievement, improve graduation rates, and increase college enrollment. One program that has received recent attention and documented success in numerous high schools is the Advancement via Individual Determination program or AVID. AVID was created especially for students who have historically failed in the educational system by providing them with a core of academically challenging courses and a comprehensive support system at school. The primary data source for this qualitative study was semi-structured interviews with 12th grade AVID students. Additionally, the researcher observed the students on multiple occasions in their AVID class. These interviews and observations provided an in-depth look of the AVID program and how it has influenced the students' educational experiences during high school. The purpose of this qualitative case study was to gather the perspective of the AVID program through the lens of the students who were part of the program. The goal was to investigate the AVID program with a focus on the students' acquisition of social capital in the school setting from adults and their peers. Recently, social capital is receiving educational policy attention relating to how it can be a collective resource that can facilitate the academic success of students in schools. This study analyzed the AVID program and the possibility of utilizing the ideas associated with social capital to improve educational outcomes in a high school setting. The qualitative nature of the study contributed to the body of literature about the AVID program by providing data directly from the students' perspectives and experiences. This case study was intended to provide insight to other school districts that are similar in makeup to the one that was studied. The outcome of this study, regarding the implementation of the AVID program in a high, achieving, suburban high school, can provide similar schools with information about a possible intervention program to improve the educational success of at-risk students who have historically failed in the school setting. / Educational Administration

This study was designed to investigate the mathematical identity and achievement of one cohort of underrepresented male youth who participated in a pilot school intervention program in an urban middle school. Using counternarratives and a case study method, the experiences of four traditionally underserved high school students were investigated to explore their emerging mathematical identities. Results revealed the intervention program had very limited effect on the participants' mathematical identity. As engagement is prerequisite to student achievement, this study sought to understand what environmental factors (family, peers, teachers, self) affect student engagement and their developing mathematical identities. To explore the environmental factors, the Research Assessment Package for Schools (Institute for Research Reform in Education, 1998) was used to establish levels of engagement among family, peers, teachers, and self. Results indicated among the four environmental factors, family was most influential in their mathematical identity. Peers ranked second in terms of influence, self-engagement ranked third and teacher engagement ranked in the fourth position. To understand the impacts of race and culture on mathematical identity, the Multidimensional Inventory of Black Identity was administered to explore levels of race (cultural) centrality, and regard (public and private) as well as explore their identities as being members of their respective groups. A cross case analysis was conducted on the four participants to determine the impacts of race (cultural) centrality and regard (public and private) on their mathematical identity. Results revealed each member had a high race (cultural) centrality score and a high private regard score and a moderate public iii regard score. Participants were aware of stereotype and stereotype threat; however, it did not appear to affect mathematical identity. This model integrates racial and/or cultural identity and the engagement of family, peers, teachers and self to better understand the conditions that contribute to the mathematical identity of traditionally underserved young men. / Math & Science Education

This thesis book describes the development and production of Escape Velocity, a short narrative film. The writing, pre-production, shooting, and editing of the film are reviewed. Script drafts and a final budget are included in the appendices. The film concerns Larry Pipe and Percy Knuckle, best friends who dream of moving to Barbados. They hope to open a beachside bar and spend the rest of their days relaxing and watching girls. When Percy starts dating Melinda Bundt, however, Larry's jealousy threatens to destroy the men's friendship. When Percy needs money to follow Melinda to Atlanta, Larry must choose between supporting his best friend or pursuing their dream of Barbados alone. Escape Velocity examines the ways we hold ourselves back from pursuing our dreams, the reasons we justify doing so, and the changes in our life that finally inspire us to move toward our goals.

The questions guiding this research seek to discover the factors that affect high school math course completion and college readiness in a Texas suburban public school district. The first research question examines the relationship between 8th grade completion of Algebra I and high school mathematics course taking patterns and college readiness. The second question evaluates the relationship between race, gender, socioeconomic status and enrollment in the Advancement Via Individual Determination (AVID) program to college math readiness and high school mathematics course completion. Participants included 841 high school graduates of the class of 2006; 76% of the graduates were White, 15% Hispanic and 7% African American. Twenty-three percent of students were economically disadvantaged and 46% of students completed Algebra I in 8th grade. Chi-square, Cramer's V, and multiple regression were conducted to evaluate possible relationships between variables. The Chi-square and Cramer's V showed statistically significant (p<.05) relationships between 8th grade algebra completion and both college readiness and high school math course completion. A significant statistical relationship was also found between college readiness and each of the independent variables, ethnicity, economic status, completion of 8th grade algebra and enrollment in AVID. The number of math courses completed in high school was statistically related to ethnicity and economic status.. The findings of this study indicate that early access to Algebra I can positively affect the number of high school math courses a student completes and the likelihood that the student will be college ready after high school graduation.

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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.

The production of the independent, digital feature film titled Mosaic was performed on a very low budget. The design and implementation of the post-production of the film required consideration of budgetary constraints, and solutions to these constraints that would still allow the creative freedom of the editor and the director. The technical design was based around digital filmmaking technology. The choice of this technology influenced how the editor was able to address aesthetic and technical challenges.