Dallas Campus (Online)
Date of Award
Doctor of Education
Committee Chair or Primary Advisor
Second Committee Member or Secondary Advisor
Third Committee Member or Committee Reader
The purpose of this study was to evaluate the effectiveness of the Advancement Via Individual Determination (AVID) program and its impact on the academic achievement of African American and White male students. A causal-comparative quantitative design was used as the methodology for this study. For this study, the academic achievement of AVID and non-AVID African American and White male students was measured by comparing their Algebra 1 scores. The sample included data from approximately 550 African American and White male high school students in a suburban school district in Texas. Student achievement data were collected and analyzed using a statistical software program. The results of the study revealed that students who were enrolled in the AVID program had higher achievement than those who were not enrolled. There also appeared to be no achievement gaps between Black and White male students. Among all major demographic groups in America, data show that African American males fall behind other groups in test scores, high school graduation, college enrollment, and college graduation. This also holds true for the district where the study was conducted. The AVID program has attracted national attention for its efforts to close the academic achievement gaps between student groups. Thus, the results of this study may support the decision of school districts to adopt AVID practices schoolwide.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Turner, Christerpher L., "Advancement Via Individual Determination and Its Impact on the Academic Achievement of African American Male Students" (2023). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 546.