Implementation and Sustainability of the Advancement via Individual Determination Model: Two Ohio Case Studies

• In Event: Evaluation of a Multilevel Supported System Working to Implement Diverse Promising Educational Reform Programs

Abstract

Purpose
The purpose of this two-year, two-site, multi-method evaluation was to examine the implementation, impact, and sustainability of the Advancement Via Individual Determination (AVID) model within two schools that received three years of funding as part of Ohio’s Race to the Top efforts.

Theoretical Framework
AVID is a “detracking” program that started in 1980 (http://www2.ed.gov/pubs/ToolsforSchools/avid.html). Core to AVID’s philosophy is a belief that many more students, especially minority students in high poverty contexts, have the potential to succeed in rigorous college-prep courses, graduate and attend college. AVID is a multi-pronged reform. The academic strategies emphasized in the AVID elective course should also become integrated into the school’s content classes. Today, many schools adopt AVID as a whole-school reform.

Methods and Data Sources
The AVID evaluation team used a holistic multiple case study design (Yin, 2014) to gather qualitative and quantitative data over two years from two sites. AVID Site #1 was an urban public high school down to about 600 students with 44 teachers. AVID Site #2 was an urban charter high school down to about 100 students and 6 teachers. Both schools served a high percentage of minority students and had a high poverty status. Primary qualitative data sources included repeated interviews with administrators, teachers, and district personnel. Additional sources included classroom observations and grant monitoring documents.

Findings
At Site #1, school and district personnel consistently worked at implementing the AVID model with fidelity. One year after funding, the AVID model was sustained and work was in progress to further expand the AVID model implementation. However, scheduling issues impacted the enrollments in the AVID course and not all grade levels were consistently taught each year. School personnel meaningfully implemented AVID strategies into content courses including organization binders, Cornell Notes, Interactive Notebooks, and Philosophical Chairs. At Site #2, school personnel struggled to implement the AVID model. During the funding period, a modified AVID elective course was taught to all students in grades 8-9 and limited use of AVID strategies was found in the content courses. One year after the end of the funding, the AVID model was no longer being implemented at Site #2.

Although the AVID model was highly valued and supported in both schools, several factors contributed to the different levels of implementation and sustainability. Factors that promoted AVID implementation and sustainability included: strong district support, consistent availability of high-quality professional development training, finding the “right” teacher for the AVID elective course, and administrators understanding the AVID principles. Factors that hindered the AVID implementation and sustainability included: lack of sufficient planning before initiating the model, disruptive personnel transitions and turnover, logistical demands of the AVID model, lack of buy in by administrators and teachers, competing initiatives within the school, and personality conflicts among key personnel.

Scholarly Significance
The in-depth case analyses provide rich descriptions of important factors that influence the implementation and sustainability of AVID in school contexts. The cross-site results suggest several key recommendations for setting schools interested in the AVID model up to succeed.

Authors

• Vicki L. Plano Clark, University of Cincinnati

• Jacinda K. Dariotis, University of Cincinnati

• Samuel C. Stringfield, University of Cincinnati

• Rachael Clark, University of Cincinnati