College preparation programs and their impact on student success

State assessment data were examined from two comprehensive high schools and used to determine the effectiveness of the AVID program on student achievement and graduation rates. At the time of this study, one comprehensive high school had the program for 13 years and the other comprehensive high school never had the AVID program. Also, the study was designed to determine if AVID is predictive of student achievement. An Independent-Samples T Test analysis was conducted to determine if there was a difference in English language arts and mathematics achievement between high school students who enrolled in the AVID program and students who did not enroll in AVID, but met the admission criteria. A multiple regression analysis was conducted to determine the strength of the relationship between student achievement on the CST English language arts and AVID enrollment, ethnicity, gender, and free lunch. A descriptive analysis was conducted to examine graduation rates over a four-year period (2008 to 2012). The results of this study indicate the AVID program may not necessarily contribute to higher Academic Performance Index (API) scores or improve student achievement on standardized tests at a comprehensive high school. A descriptive analysis of graduation data showed there is a difference between AVID and non-AVID high school student graduation rates, in favor of those who were enrolled in AVID.