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It also explains social processes and institutional practices supporting underrepresented students’ success, highlighting the role of AVID’s instructional orientation and social 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 \nDOCUMENT RESUME  \nSwanson,Mary Catherine;And Others  \nThe AVID Classroom:A System of Academic and SocialSupports for Low-Achieving Students.Dec 9324p.Reports -Descriptive(141)  \nMF01/PC01 Plus Postage.  \n*Academic Achievement;Blacks;*College Preparation;*Educationally Disadvantaged;Ethnic Groups;GradePoint Average;High Schools;High School Students;Hispanic Americans;*Low Achievement;Low IncomeGroups;Program Development;Program Evaluation;Social Support Groups;*Student Improvement*AVID Program  \nThis report discusses the Advancement Via IndividualDetermination(AVID)program,an untracking program that placesprevious1y 1ow-achieving students in college preparatory classes.Thefirst part of the paper describes the origins of AVID at ClairemontHigh School in San Diego(California)and its development into amature program.The students who participated proved that they couidbe successful by substantially raising their grade-point averages.A11 the participants attended college,and,as a group,received morethan $50,000 in scholarships and lcans.In addition,in the firstyear during which AVID students graduated,Clairemont's ComprehensiveTest of Basic Skil1s scores improved 46.6 percent over thedistrictwide increase in total language and 35 percent over theincrease in total mathematics.The second part of the paper describesthe social processes and institutional practices that contribute toAVID's success in preparing underrepresented students for college.Evaluation indicates AVID'ε special instructional orientation isvital to the success of AVID's untracking program.Complementing thisare the social scaffolds supporting student placement.By taking themto visit college campuses,exposing them to test-taking andnote-taking techniques,and assisting them in completing collegeapplication and scholarship forms,AVID teaches low-income studentsexplicit1y in school what middle-income students learn implicit1y athome.(Contains 14 references.)(GLR)  \n******************★*************************★****************★**********Reproductions supplied by EDRS are the best that can be made**from the original document.*  \n*************************************★********★************************  \nED 368 832  \n 683x  \n# The AVID Classroom:\n\nA System of Academic and Social Supports for Low-Achieving Students  \nMary Catherine Swanson (San Diego County Office of Education)Hugh Mehan and Lea Hubbard (UCSD)  \nTo appear in:Jeannie Oakes and Karen Hunter Quartz(Editors)Creating New Educational Communities:Schools and Classrooms Where All Children Can Be Smart  \n(The 94th volume of the National Society for the Study of Education)  \nThis paper is organized into two parts.  Part I,written by MaryCatherine Swanson,details AVID,a highly successful program which placespreviously low achieving students in college preparatory classes.This partof the paper describes the origins of AVID and its development into amature program.  Part II is written by Hugh Mehan and Lea Hubbard,Department of Sociology,University of California,San Diego,who haveconducted independent research on AVID.This part of the paper describesthe social processes and institutional practices which contribute to AVID'ssuccess in preparing underrepresented students for college.  \nRevised December 1993  \nPERM'SSIQN TO REPRODUCE THISAAIFRIAL HAS BEEN GRANTED BYMGq+hnrc SwaikndunDiuCGuhy f6iteAd  \nUS DEPARTMENT OF EDUCATION()“fF2.atort Fesenh andni vnser.lEDUCATIONAL RESOURCES INFORMATIONCENTER(ERIC)This document has been repioduced asrecervec from the person or orqinuzatononginating it  \n□ Minor changes have been nade toinpinve rrprndurltrin qu-1bly  \nTO TIE EDUC47IDNAL RESCURCESINFORMATION CFNIER IERIC  \n·Ponts of vew or opinions staled in Ihisdocument do not nacessanly representollcial OERI positon or policy  \n# PART I:THE AVIDD STORY:\n\nTHE INCEPTION AND DEVELOPMENT OF AN UNTRACKING PROGRAM  \nJosefina came to Sa","cbCaijMc6NX3o8r0","https://ap.wps.com/l/cbCaijMc6NX3o8r0","pdf",439869,24,"English","# Part I: The AVID Story: The Inception and Development of an Untracking Program\n## The Inception of AVID","[{\"question\":\"What is the AVID program designed to do for low-achieving students?\",\"answer\":\"AVID is an untracking program that places previously low-achieving students into college-preparatory classes and provides supports so they can succeed in rigorous coursework.\"},{\"question\":\"How does the report describe AVID’s origins and development?\",\"answer\":\"It traces AVID’s origins at Clairemont High School in San Diego and its growth into a mature program.\"},{\"question\":\"What elements does the report identify as contributing to AVID’s success?\",\"answer\":\"The report highlights AVID’s special instructional orientation and complementary social scaffolds such as visiting college campuses and receiving support with test-taking, note-taking, and completing applications and scholarship forms.\"}]","The AVID Classroom - A System of Academic and Social Supports for Low-Achieving Students | PDF"]