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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.

Keywords

program evaluation Advancement via Individual Determination Latino/a African American self-efficacy student achievement

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Influence of a School District’s Advancement via Individual Determination (AVID) Program on Self-Efficacy and Other Indicators of Student Achievement

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