Access, Achievement, and Academic Resilience: The Relationship between AVID and Black Student Participation in Advanced Placement Courses

Authors

Jemimah Lea Young, University of North TexasFollow

Abstract

The purpose of this study was to investigate the relationship between the AVID program and Black student Advanced Placement (AP) participation. Academic resilience was operationally defined in this study as the ability of a student to successfully complete advanced placement or international baccalaureate courses despite academic risk factors. This study hypothesized that a relationship exists between the participation of Black students in the AVID program and AP course completion. The participants were 9th grade Black students (N = 2,267) that participated in the High School Longitudinal Study of 2009/2012 (HSLS:09/12). To test the hypothesis of an association between AVID membership and AP course completion, the Goodman and Kruskal’s lambda was utilized. The study results suggest a statistically significant association between AVID participation and advanced placement course completion (λ = .58, p < .0001). The interpretations and conclusions from this study provide implications for educational stakeholders.

Recommended Citation

Young, Jemimah Lea (2016) "Access, Achievement, and Academic Resilience: The Relationship between AVID and Black Student Participation in Advanced Placement Courses," Journal of Multicultural Affairs: Vol. 1: Iss. 2, Article 4.
Available at: https://scholarworks.sfasu.edu/jma/vol1/iss2/4