Advancement Via Individual Determination: A model for equity in secondary mathematics

This study examined the impact of Advancement Via Individual Determination (AVID) methodologies on the mathematics achievement of African American, European American, and Hispanic students as measured by the State of Texas Assessment of Academic Readiness (STAAR) End of Course (EOC) for Algebra I. This quantitative nonexperimental ex post facto study utilizes the Critical Theory and Critical Race Theory (CRT) frameworks in an endeavor to examine the academic achievement gap experienced by African American, Hispanic, and low-socioeconomic students. The mean scores of African American, European American, and Hispanic students enrolled in AVID were compared to those African American, European American, and Hispanic students not enrolled AVID. The differences in the mean scores were examined to determine which subgroups experience the greatest impact in mathematical achievement from AVID strategies and methodologies. Lastly, the study will examine the differences in the mean scores of each gender of the subgroups of students.