Abstract
Purpose. The purposes of this study were to compare the perceptions of public middle school AVID and Non-AVID teachers regarding (a) their partnership in the AVID program, (b) the effectiveness of AVID program implementation, and (c) the factors that impede or facilitate AVID program implementation. Methodology. A descriptive, ex post facto research methodology was used to obtain both quantitative and qualitative data gathered via an online survey instrument. Quantitative data were analyzed using descriptive statistics; qualitative data identified themes and patterns about additional factors that impeded and facilitated implementation of the AVID program. The study's population consisted of 123 AVID and Non-AVID teachers in San Bernardino and Riverside counties who participated in AVID teams at selected middle schools. Findings. Examination of the quantitative and qualitative data indicated that teams who practiced effective teaming executed AVID program strategies with more fidelity than those who did not. Significant statistical differences were found between AVID and non-AVID teachers in their use of Cornell notes, guest speakers, and collaboration. These strategies were used with greater fidelity in AVID classrooms than in Non-AVID classrooms. It was further found that the infrequent use of tutors, Cornell notes, and relevant reading strategies, coupled with a lack of funding and time, were factors which impeded successful AVID program implementation. Conclusions. The study data support the conclusion that AVID and Non-AVID teachers who successfully employ teaming strategies are more likely to develop structures to improve student achievement than those who do not. AVID site teams who garner adequate resources and funding, allocate time for collaboration and planning, and offer on-going training throughout the year ensure better adherence to the program's goals. Recommendations. Further research studies should replicate this study with (a) high school AVID teams, (b) teams who participated in AVID Summer Institute and Write-Path training, (c) administrative teams, and (d) schools with a larger population and greater number of subjects to determine if similar factors are associated with effective teaming and successful program implementation. A qualitative study should be conducted with a similar population to obtain anecdotal data that compares findings from this study.