The Impacts of Instructional Time Reduction on Student Experiences in the Advancement via Individual Determination (AVID) College Readiness System
|Author(s)||by Lorraine Schmertzing, Samuel L. Rutherford, Richard W. Schmertzing, Lorraine C. Schmertzing|
|Keywords||College Readiness, AVID, High School Student Achievement, Time on Task|
|Open Access||Access PDF Open in New Tab|
This phenomenological study investigated student experiences in the Advancement Via Individual Determination (AVID) college readiness system at Central High School (CHS). The three interview series model of interviewing was employed to conduct interviews of 20 students in the spring of 2012 and 2013. Categorizing strategies were used to code, reduce, and thematically connect the data. Connecting strategies were executed to facilitate contextual meaning, and examine relationships between portions of interviews. Findings indicated that participants acquired skills they believed would help them to both gain entry into college and use throughout their lives. Additionally, instructional time was reduced in the 2012-2013 academic year. AVID students at CHS reported that the AVID program benefitted them, but did not have a favorable view of the reduction in instructional time. This has the potential to reduce the impact of an important program, which serves the needs of underrepresented students seeking to matriculate into college.
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