The AVID Program
What is AVID?
AVID, Advancement Via Individual Determination, is a college readiness system for elementary through higher education that is designed to increase schoolwide learning and performance. The AVID College Readiness System (ACRS) accelerates student learning, uses research based methods of effective instruction, provides meaningful and motivational professional learning, and acts as a catalyst for systemic reform and change.
“While others talk about what should be done to prepare students for college, AVID is doing it. For more than 30 years, the AVID College Readiness System has helped thousands of students, many of whom are overlooked and underserved, rise above the obstacles they face to achieve academic success.”
“While others talk about what should be done to prepare students for college, AVID is doing it. For more than 30 years, the AVID College Readiness System has helped thousands of students, many of whom are overlooked and underserved, rise above the obstacles they face to achieve academic success.”
AVID History
AVID began in 1980 by Mary Catherine Swanson, then-head of the English department at San Diego's Clairemont High School. The federal courts issued an order to desegregate the city's schools, bringing large numbers of inner city students to suburban schools. While applauding the decision, Swanson wondered how these underserved students would survive at academically acclaimed Clairemont High.
Her answer was AVID, an academic elective. But it's more than a program - it's a philosophy: Hold students accountable to the highest standards, provide academic and social support, and they will rise to the challenge.
When Mary Catherine Swanson began AVID in 1980, she relied on her fourteen years of teaching experience and research to develop each aspect that was incorporated into the program. Through research and collaboration with postsecondary faculty, she found the important skills necessary for a student to be successful at the postsecondary level. The Cornell note-taking technique, the strong emphasis on academic reading and writing skills, and student collaboration all came from the diligent research of Mary Catherine and her team of teachers and professors.
Mary Catherine Swanson started working as a high school English teacher in 1966, teaching remedial to advanced English classes and began teaching at Clairemont High School in San Diego in 1970. In 1974, she and two fellow English teachers developed an academically rigorous English elective course called “Project English” that included academic rigor and an individualized approach to each student’s unique interests. In 1977 Mary Catherine completed her Master’s thesis in education. In her thesis she identified the key components of a program that could help all students succeed in rigorous English classes. These components form the foundation of AVID, including its philosophy, practices and curriculum and include:
Her answer was AVID, an academic elective. But it's more than a program - it's a philosophy: Hold students accountable to the highest standards, provide academic and social support, and they will rise to the challenge.
When Mary Catherine Swanson began AVID in 1980, she relied on her fourteen years of teaching experience and research to develop each aspect that was incorporated into the program. Through research and collaboration with postsecondary faculty, she found the important skills necessary for a student to be successful at the postsecondary level. The Cornell note-taking technique, the strong emphasis on academic reading and writing skills, and student collaboration all came from the diligent research of Mary Catherine and her team of teachers and professors.
Mary Catherine Swanson started working as a high school English teacher in 1966, teaching remedial to advanced English classes and began teaching at Clairemont High School in San Diego in 1970. In 1974, she and two fellow English teachers developed an academically rigorous English elective course called “Project English” that included academic rigor and an individualized approach to each student’s unique interests. In 1977 Mary Catherine completed her Master’s thesis in education. In her thesis she identified the key components of a program that could help all students succeed in rigorous English classes. These components form the foundation of AVID, including its philosophy, practices and curriculum and include:
- A non-traditional classroom setting meeting the academic and emotional needs of individual students
- The teacher as advisor/counselor/student advocate
- An emphasis on objective data
- The student at the center of decision-making regarding educational goals
- A student contract outlining willingness to work and setting learning goals
- Student support from teachers and skilled, trained tutors
- A curriculum emphasizing academic reading and writing
- Reliance on the Socratic process.
AVID Today
Beginning with one high school and 32 students, AVID now impacts more than 700,000 students in more than 4,900 schools and 28 postsecondary institutions in 46 states, the District of Columbia and across 16 other countries/territories. The AVID College Readiness System spans elementary through higher education.
Although AVID serves all students, the AVID elective focuses on the least served students in the academic middle. The formula is simple - raise expectations of students and, with the AVID support system in place, they will rise to the challenge. What distinguishes AVID from other educational reform programs is its continuous success rate. Of the 33,204 AVID seniors in 2012 who reported their demographics, academic achievement data and future plans, just over 98 percent indicated they would be graduating from high school, with 90 percent planning to attend a postsecondary institution: 58 percent to a four-year college and 32 percent to a two-year institution. Seventy-three percent reported taking at least one rigorous course, such as AP®, IB® or Cambridge®, with 61 percent taking the corresponding exam. Additionally, Hispanic/Latino and African American/Black AVID students take AP tests at rates that exceed their peers (AVID Hispanic/Latino - 57 percent, U.S. overall Hispanic/Latino - 14 percent; AVID African American/Black -14 percent, U.S. overall African American/Black - 8 percent)
Policymakers and school administrators now consider AVID an essential strategy for closing the achievement gap and making the college dream accessible to all students.
Find out more about the AVID program at the official website and the brochure!
Although AVID serves all students, the AVID elective focuses on the least served students in the academic middle. The formula is simple - raise expectations of students and, with the AVID support system in place, they will rise to the challenge. What distinguishes AVID from other educational reform programs is its continuous success rate. Of the 33,204 AVID seniors in 2012 who reported their demographics, academic achievement data and future plans, just over 98 percent indicated they would be graduating from high school, with 90 percent planning to attend a postsecondary institution: 58 percent to a four-year college and 32 percent to a two-year institution. Seventy-three percent reported taking at least one rigorous course, such as AP®, IB® or Cambridge®, with 61 percent taking the corresponding exam. Additionally, Hispanic/Latino and African American/Black AVID students take AP tests at rates that exceed their peers (AVID Hispanic/Latino - 57 percent, U.S. overall Hispanic/Latino - 14 percent; AVID African American/Black -14 percent, U.S. overall African American/Black - 8 percent)
Policymakers and school administrators now consider AVID an essential strategy for closing the achievement gap and making the college dream accessible to all students.
Find out more about the AVID program at the official website and the brochure!