Dissertation/Thesis Abstract

Students' Preparation for College Through Advancement Via Individual Determination (AVID) Programs and Dual Enrollment
by Jones, Brian P., Ed.D., Minnesota State University, Mankato, 2020, 98; 28026828
Abstract (Summary)

The purpose of this study was to identify opportunities to expand access to higher education. The research specifically explored the combination of two interventions that support college readiness: the Advancement Via Individual Determination (AVID) program and dual enrollment. Evidence indicated that each of these programs individually improved students’ readiness for college, but there was no research that explored the success of students involved in both programs. This quantitative analysis used the chi-square statistic to compare the proportion of students from a suburban school district who were involved in both programs to students who were not. The analysis evaluated whether participation in the programs was related to admissibility to college, first-to-second year retention, and credit completion. The results for White students and students of color were compared. No relationship was detected between students who participated in both programs and their admissibility or retention. There was a statistically significant, positive relationship between students of color participation in dual enrollment and both admissibility and retention. There was also a statistically significant relationship between the participation of White students in AVID and their retention, however the relationship was negative.

Indexing (document details)
Advisor: Zierdt, Ginger L.
Commitee: Berry, Timothy, Rasmussen, Natalie D., Campana, Kristie
School: Minnesota State University, Mankato
Department: Educational Leadership: Ed.D.
School Location: United States -- Minnesota
Source: DAI-A 82/1(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Education Policy, Educational administration, Higher education
Keywords: AVID, College admission, College readiness, Critical Race Theory, Dual enrollment
Publication Number: 28026828
ISBN: 9798662449695
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