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In Texas, a majority of students are classified as economically disadvantaged, and national concern links reduced education to weaker economic outcomes and social costs. This doctoral study evaluates whether AVID participation produces statistically significant differences from non-AVID peers in 9th–12th grade college readiness indicators, including TAKS commended status, PSAT results, AP exam participation, and AP scores, along with AVID teacher and principal perceptions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-influence-of-the-advancement-via-individual-determination-avid-program-on-student-performance-measured-by-college-readiness-standards-doctoral-thesis/158665/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-influence-of-the-advancement-via-individual-determination-avid-program-on-student-performance-measured-by-college-readiness-standards-doctoral-thesis/158665.png","ImageObject",300,407,{"name":92,"@type":93},"Genevieve","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-08-29",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study examine about AVID and student performance?","Question",{"text":112,"@type":113},"The study tests whether significant differences exist between AVID and non-AVID students in grades 9–12 on college readiness measures such as TAKS commended status, PSAT scores, AP exam frequency, and AP exam scores.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were differences between AVID and non-AVID students analyzed?",{"text":117,"@type":113},"Matched and non-matched pair samples were analyzed using a parametric independent samples two-tail t-test and a Pearson chi-square to identify statistically significant differences in achievement levels.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings regarding college readiness standards?",{"text":121,"@type":113},"AVID and non-AVID students showed significant differences on 19 college readiness standards using math and English TAKS, PSAT, and AP exams, while no significant differences were found on five specified standards; AVID students performed at least as well or better on six standards.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},158665,1788006138,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},1374391974585,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Copyright by  \nJonathan Campbell July 2015  \nThe Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards  \nA Doctoral Thesis Presented to the Faculty of the College of Education University of Houston  \nIn Partial Fulfillment  \nof the Requirements for the Degree Doctor of Education  \nin Professional Leadership  \nby  \nJonathan Campbell  \nThe Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards  \nA Doctoral Thesis for the Degree  \nDoctor of Education  \nby  \nJonathan Campbell  \nApproved by Doctoral Thesis Committee:  \n\n| Dr. Angus McNeil, Chairperson |\n| --- |\n| Dr. Steven Busch, Co-Chariperson |\n| Dr. Wayne Emerson, Committee Member |\n| Dr. Robert Borneman, Committee Member |\n\nDr. Robin McGlohn, Committee Member  \nRobert H. McPherson, Dean  \nCollege of Education  \nACKNOWLEDGEMENT  \nTo my wife, Susanna, thank you for believing that I was strong enough and smart enough to finish this endeavor. This achievement would not have been possible without your support and I will be forever grateful.  \nTo my children, Elizabeth and Samantha, I dedicate this dissertation to each of you as an example that no matter the perceived roadblocks or insurmountable excuses, you can achieve. Never be afraid to try, as not even attempting is far worse than failing at something. Some of the best ways to learn is to fail then get up, wipe the dust off and try again.  \nTo my parents, Joe (Dad) and Beverly (Mom), thank you for raising me with moral values and ethical principles that have come to define me. It is an honor to be the first in our family to graduate from college and your supports were a driving force of my successes.  \nTo my thesis chair, Dr. Steve Busch, I will be forever grateful for the helpful and encouraging environment that you created that ultimately led me to successfully complete this research study. Without you, I surely would have quit many moons ago.  \nTo the rest of my committee members, Dr. Angus McNeil, Dr. Wayne Emerson, and Dr. Robert Borneman, thank you for challenging me along the way with insightful questions and viewpoints. This research study would have been a shell of this final product without your dedication of pushing me further than I thought possible.  \nTo the AVID teachers at Atascocita High School, your dedication to our economically disadvantaged and First Generation College bound students is aweinspiring. Continue to believe that you are making a difference, one child at a time.  \nTo the students that I have come to know over the past 15-years, you are the reason for my continued pursuits to endure in bettering myself. Never stop learning.  \nThe Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards  \nAn Abstract  \nof a Doctoral Thesis Presented to the Faculty of the College of Education University of Houston  \nIn Partial Fulfillment  \nof the Requirements for the Degree  \nDoctor of Education  \nin Professional Leadership  \nby  \nJonathan Campbell  \nCampbell, Jonathan.“The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards.”\u003CPublished or Unpublished> Doctoral Thesis, University of Houston, August 2015.  \nAbstract  \nAfrican Americans and Hispanics may experience double isolation as a result of the attributes of race and poverty and predominantly attend schools with far greater numbers of low-income students than white or Asian students (Siegel-Hawley & Frankenberg, 2012). The Texas Education Agency reported that 60.3% of students enrolled in Texas schools are considered economically disadvantaged (TEA, 2013) . The President’s Advisory Commission on Educational Excellence for Hispanic Americans (2003) stated that the United States will suffer significantly in “lost tax revenues, lower rates of c","cbCaiaz9rW6KrL37","https://ap.wps.com/l/cbCaiaz9rW6KrL37","pdf",1411328,155,"English","# Acknowledgement\n# Abstract\n## Study Purpose\n## Methods\n## Findings\n## Implications and Perceptions","[{\"question\":\"What question does the study examine about AVID and student performance?\",\"answer\":\"The study tests whether significant differences exist between AVID and non-AVID students in grades 9–12 on college readiness measures such as TAKS commended status, PSAT scores, AP exam frequency, and AP exam scores.\"},{\"question\":\"How were differences between AVID and non-AVID students analyzed?\",\"answer\":\"Matched and non-matched pair samples were analyzed using a parametric independent samples two-tail t-test and a Pearson chi-square to identify statistically significant differences in achievement levels.\"},{\"question\":\"What were the main findings regarding college readiness standards?\",\"answer\":\"AVID and non-AVID students showed significant differences on 19 college readiness standards using math and English TAKS, PSAT, and AP exams, while no significant differences were found on five specified standards; AVID students performed at least as well or better on six standards.\"}]","The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards - Doctoral Thesis | PDF",391]