School of Education


Doctor of Education (EdD)


Vivian Jones


Autonomy, AVID, College Readiness, Motivation, Self-determination


Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Leadership | Educational Methods | Secondary Education and Teaching


This quantitative study examined the difference in college readiness (as measured by the ACT College Readiness Benchmarks) between high school students who were enrolled in AVID (Advancement Via Individual Determination) for three or more years and students who were never enrolled in AVID. A causal comparative research design was employed to compare high school students from a Central Florida school district containing both AVID high schools and non-AVID high schools. AVID students were demographically matched to non-AVID students for race, gender, socio-economic status (as measured by free and reduced lunch status), Title 1 status, and grade level. Independent t tests were used to analyze the data because the two levels of the independent variable contain different test subjects. The independent t tests showed statistically significant differences between the AVID participants and their non-AVID counterparts for all three of the ACT College Readiness Benchmark scores (ACT Composite, ACT English and ACT Math). The results of this study supported the extension of the AVID program to all students within the target school district and the target state to increase college readiness and not just the underserved minority students currently enrolled in the program.