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ERIC Number: ED554169
Record Type: Non-Journal
Publication Date: 2013
Pages: 129
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-5529-1
Advancement via Individual Determination: A Model for Equity in Secondary Mathematics
Hodges, Cynthia D.
ProQuest LLC, Ph.D. Dissertation, Capella University
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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas