The Advancement Via Individual Determination (AVID) program has been preparing students who are first generation. college-going students from subgroups traditionally underrepresented in higher education, and students from lower socioeconomic families for college and careers since 1980. The present study investigated the success of middle school AVID programs in 6 schools in 1 large district on the east coast. We hypothesized that the students from School District XY who participated in AVID in the eighth-grade during the 2013-2014 school year would meet with greater achievement than those who did not participate in AVID. Achievement was defined in 2 broad categories; cognitive and noncognitive outcomes. Cognitive outcomes were defined as having higher scores on the College Board's ReadiSTEP test, and higher grade point averages in the fourth quarter. Noncognitive outcomes were defined as having better attendance and lower suspension rates. Results were mixed. Students who participated in the AVID program during the 2013-2014 school year performed at a higher level than their non-AVID peers on the cognitive, academic-based hypotheses. They scored higher, on average, on the ReadiSTEP test than their colleagues; they also had higher fourth-quarter grade point averages than their non-AVID colleagues. In addition, it was found that AVID students showed a statistically significant difference in one of the 2 noncognitive hypotheses--suspension rates--than their non-AVID colleagues. However, AVID participants did not show a statistically significant difference in their attendance rates than their non-AVID peers.