Page 1

www.wiscape.wisc.edu

www.avidtops.org

AVID/TOPS 2011–2012

District Findings:

Executive Summary

For the past three years, WISCAPE has partnered with the Madison Metropolitan School District (MMSD) and the Boys & Girls Club of Dane County to conduct an annual assessment of the Advancement Via Individual Determination/Teens of Promise (AVID/TOPS) program. AVID/ TOPS is a collaborative partnership between MMSD and the Boys & Girls Club designed to increase college preparation, postsecondary educational access and degree attainment, and academic achievement for underrepresented students (defined as low-income students and students of color) in the academic middle (students with a GPA between 2.0 and 3.5). The program operates in four MMSD high schools. The 2011-12 WISCAPE report analyzes measurable outcomes for 9th, 10th, and 11th grade students that reflect the program’s stated goals.

L139 EDUCATION BUILDING | 1000 BASCOM MALL | MADISON, WI 53706–1326 SCHOOL OF EDUCATION | UNIVERSITY OF WISCONSIN–MADISON

RESEARCH QUESTIONS do AVID/TOPS 1 How students compare

to academically and demographically similar non-AVID/TOPS peers?

particular, how do 2 Inlow-income students and

students of color in AVID/ TOPS compare to similar non-AVID/TOPS peers?


To answer the guiding research questions, we developed a comparison group of academically and demographically similar non-participants to compare outcomes with AVID/TOPS students based on 8th grade pre-participation data. Using a statistical matching method called propensity score matching, we matched every AVID/TOPS student with a similar non-AVID/TOPS student at the same high school to create the comparison group. Using these groups, we test for statistically and practically significant differences on key measures of academic preparation (cumulative GPA, enrollment and GPA in core courses, enrollment and GPA in AP/Honors courses, and credit attainment), college knowledge (test-taking rates and performance on the EXPLORE, PLAN, and ACT tests), and student engagement (attendance rates and behavioral referrals). Statistically significant differences are differences that are unlikely to have occurred through random chance and are large enough to reflect meaningful differences in practice. In this report, we highlight statistically significant differences with a red symbol: .To focus attention on underrepresented students’ achievement, we disaggregated the measures by income and race. Though we report disaggregated findings, many of these groups are not mutually exclusive; for example, low-income students may also be African-American and therefore also represented in that data disaggregation. We do not report data from disaggregated groups that have fewer than five students in them. We then analyze this data at the program, grade cohort, and high school levels. This assessment does not make causal claims about AVID/TOPS, nor does it present a longitudinal analysis of AVID/TOPS student achievement. Rather, the findings represent a single snapshot for achievement during the 2011–12 school year of the program’s 9th, 10th, and 11th graders.

KEY FINDINGS

Student Characteristics TOTAL NUMBER OF STUDENTS:

Legend TOTAL NUMBER OF STUDENTS:

60

2.91

30

Comparison Group

20

2.88

10

8TH GRADE GPA

2.91

8TH GRAD

AVID/T

440

2.93

8TH GRAD

Compar Grou

428

2.8

8TH GRAD

0 % Students of Color

2

5569

44%

40

50%

428

2.93

8TH GRADE GPA

46%

440

51%

50

AVID/TOPS

67%

8TH GRADE GPA

69%

70

MMS

77%

MMSD

78%

5569

80

51%

67%

ome

OVERALL PROGRAM

% Male

% Low Income


District Findings

KEY FINDING

1

AVID/TOPS students have higher cumulative and core GPAs than their comparison group peers. Core GPA is the grade point average for core academic subjects: math, English, science, and social studies.District Finding #1 District Finding #1 3.0

Comparison Group Difference is statistically significant

0.5

District

Low Income

African American

Latino

AVID/TOPS Comparison Group

AVID/TOPS Comparison Group

Difference is statistically significant

Difference is statistically significant

0

Other Students of Color

2.42 2.59

0.5

1.95

1.0

2.42

1.5

1.79 2.21

2.0

1.0

0

2.16 2.45

2.5

1.94 2.38

2.59 2.74

2.21 2.61

1.5

1.98 2.40

2.15 2.56

2.0

AVID/TOPS

3.0

2.38 2.62

2.5

Legend

Core GPA

Cumulative GPA

District

Low Income

African American

Latino

Other Students of Color

KEY FINDING

2

AVID/TOPS students enroll in AP and Honors courses at higher rates than their comparison group peers. In particular, African American AVID/TOPS students earn higher grades in those courses than comparison group students.

District Finding #2

District Finding #2

AP/Honors Enrollment

AP/Honors GPA

(% of students enrolled in at least one AP or Honors course)

Latino

2.29

African American

2.39

Low Income

2.16 2.23

0.5

0 District

1.62

25%

1.0

15%

21%

10

2.13

40%

34%

37% 30%

20

1.5

2.00 2.13

2.0

2.24 2.28

40

39% 42%

2.5

41%

50

30

1

Other Students of Color

0

AVID/TOPS Comparison Group

AVID/TOPS Comparison Group

Difference is statistically significant

Difference is statistically significant

District

Low Income

African American

Latino

Other Students of Color

3

2


KEY FINDING

3

District Finding District #3

Findings

Attendance Rate (%) 97

94%

African American

92%

90

Low#3 DistrictDistrict Finding Income

92%

91

95%

95%

92

92%

93%

93

95%

94

95%

95

96%

96

Latino

Attendance (Days Present)

3

AVID/TOPS students have higher attendance AVID/TOPS Comparison Group rates than their Difference is comparison group statistically significant peers.

Other Students of Color

174

173

172

171 169

168

Legend

166

164

Difference is statistically significant

166

166

166

Comparison Group

167

AVID/TOPS

162 District

KEY FINDING

171

171

171

170

4

Low Income

African American

Latino

Other Students of Color

District Finding #4 Behavioral Referrals

4

AVID/TOPS students have fewer numbers of behavioral referrals than comparison group students.

3.0

2.51

2.5 2.0 1.5

Difference is statistically significant

African American

Latino

.38 .49

.56 .48

Low Income

AVID/TOPS Comparison Group

1.14

District

.61

0.0

.92 .55

0.5

1.16

1.0

4

AVID/TOPS

There areGroup 180 days in Comparison the school Difference is year. MMSD’s statistically significant attendance goal is 94%, or 169 days.

Other Students of Color


9th Grade District

KEY FINDING

1

O

verall, AVID/TOPS 9th graders have similar test scores and course enrollment rates as comparison group 9th graders. The differences are relatively small and not statistically or practically significant. Nonetheless, we see differences between AVID/TOPS and comparison group students in a few notable places.

9th Grade: Finding 1 9th Grade Behavioral Referrals 3.5

3.05

3.0 2.5 2.0

AVID/TOPS Legend Comparison Group

1.5

1.37 African American

.54 .66

Low Income

Difference isComparison Group statistically significant

.71 .27

District 9th Grade

1.47

0

0.7

.5

1.08 .66

1.0

AVID/TOPS

Latino

Other Students of Color

Difference is statistically significant

1

AVID/TOPS students have fewer behavioral referrals than their comparison group peers, particularly among low-income students.

Though African American comparison group students earned more behavioral referrals than African American AVID/TOPS students, this difference is not considered statistically significant. However, the difference is large enough to yield a practical difference in students’ engagement.

5


KEY FINDING

9th Grade District

2

2

Even as freshmen, AVID/TOPS students attain more credits and take more core courses than their comparsion group peers. These differences are especially pronounced for African American 9th graders.

Legend AVID/TOPS Comparison Group

9th Grade: Finding 2

Difference is statistically significant

9th Grade Credit Attainment 8

6.38 6.80

6.38 6.77

4

5.73

6.84

6.13

5

6.86

6

6.42 6.92

7

AVID/TOPS Comparison

3 2

Difference is statistically s

1 0

District

Low

African

Income American 9th Grade Finding 9th Grade: 2

Latino

Other Students of Color

9th Grade Core Course Enrollment (% of students enrolled in all four core courses)

100%

AVID/TOPS Comparison

Difference i statistically s

93%

93%

92

98%

97%

96% 97%

94

96%

96

98%

98

100%

100

90 88

6

District 9th Grade

Low Income

African American

Latino

Other Students of Color


10th Grade District

KEY FINDING

1

1

AVID/TOPS 10th grade students have higher core GPAs (2.49 vs. 2.07) and cumulative GPAs (2.66 vs. 2.26) than their comparison group peers. These differences are statistically significant.

10th Grade: Finding 1

10th Grade: Finding 1

10th Grade Core GPA

10th Grade Cumulative GPA 3.0

3.0

0

0 District 10th Grade

Low Income

African American

Latino

Other Students of Color

2.38

0.5

2.80

0.5

1.90

1.0

1.83 2.21

1.0

1.92

1.5

2.43

2.08

2.0

2.48

2.5

2.07 2.49

2.52

2.96

2.66

2.03 2.38

2.09

1.5

2.60

2.0

2.26 2.66

2.5

AVID/TOPS Comparison Group

AVID/TOPS Comparison Group

Difference is statistically significant

Difference is statistically significant

District 10th Grade

Low Income

Latino

African American

Other Students of Color

KEY FINDING

2

AVID/TOPS 10th grade students take more AP and Honors courses than their comparison group peers.

2

10th Grade: Finding 2

Legend

10th Grade AP/Honors Enrollment

AVID/TOPS

(% of students enrolled in at least one AP or Honors course)

Comparison Group Difference is statistically significant

50

Low Income

African American

36%

District 10th Grade

19%

21%

10 0

48%

34% 21%

27%

20

34%

30

41%

42%

40

Latino

AVID/TOPS Comparison Group Difference is statistically significant

Other Students of Color

7


KEY FINDING

10th Grade District

3

3

AVID/TOPS 10th grade students have higher attendance rates than their comparison group peers. This difference is especially striking for 10th grade Latino students in AVID/TOPS, who attend school an average of seven days more than their comparison group peers.

Legend AVID/TOPS Comparison Group

10th Grade: Finding 3

Difference is statistically significant

10th Grade Attendance Rate 97

94%

95%

95%

95%

94

95%

95

96%

96

93

Low Income

African American

10th Grade: Finding 3

Difference is statistically sig

91%

District 10th Grade

92%

90

91%

91

92%

92

AVID/TOPS Comparison G

Latino

Other Students of Color

10th Grade Attendance (Days Present) 174

173

172

171

171

171

171

170

169

168 166

8

Low Income

African American

Difference statistically s

164

District 10th Grade

166

162

164

166

164

Latino

AVID/TOPS Comparison

Other Students of Color


11th Grade District

KEY FINDING

1

AVID/TOPS students have significantly higher cumulative GPAs (2.71 vs. 2.32) and core GPAs (2.53 vs. 2.06) compared to their comparison group peers. These differences are especially striking for core GPAs among lowincome students (2.49 vs. 1.79) and African-American students (2.34 vs. 1.42).

Legend AVID/TOPS

11th Grade: Finding 1

Comparison Group Difference is statistically significant

11th Grade Cumulative GPA 3.0

2.70 2.65

2.26 1.60

2.06

1.5

2.83

2.55

2.68

2.0

2.32 2.71

2.5

1.0

AVID/TOPS Comparison Group Difference is statistically significant

0.5 0.0

District 11th Grade

Low Income

African American

11th Grade: Finding 1

Latino

Other Students of Color

11th Grade Core GPA 3.0

1.94

AVID/TOPS Comparison Group

1.42

1.0

2.48 2.48

2.66

2.34 1.79

1.5

2.49

2.0

2.06 2.53

2.5

Difference is statistically significant

0.5 0.0

District 11th Grade

Low Income

21

African American

Latino

Other Students of Color

9


KEY FINDING

11th Grade District

2

2

AVID/TOPS students have significantly higher attendance rates than their comparison group peers (94.2% vs. 90.8%). For example, African American AVID/TOPS students attend school an average of ten more days than their comparison group peers.

Legend AVID/TOPS

11th Grade: Finding 2

Comparison Group Difference is statistically significant

11th Grade Attendance Rates 96

95%

District 11th Grade

Low Income

90%

86

88%

89%

88

93%

91%

90

84

92%

93%

94%

92

94%

94

African American

Latino

11th Grade: Finding 2

AVID/TOPS Comparison Gr

Difference is statistically signif

Other Students of Color

11th Grade Attendance (Days Present) 173

157 158

10

District 11th Grade

Low Income

African American

AVID/TOPS Comparison G

Difference is statistically sign

158

160

159

163

161

164

163

168

165

165

167

169

167

170

169

171

171

Latino

Other Students of Color


11th Grade District

KEY FINDING

3

AVID/TOPS students have lower average behavioral referrals than their comparison group peers (0.36 vs. 0.76). The difference is especially large for low-income and African American students.

Legend AVID/TOPS

11th Grade: Finding 3

Comparison Group Difference is statistically significant

11th Grade Behaviorial Referrals 3.0

2.80

2.5

AVID/TOPS Comparison Group

2.0

Difference is statistically significant

1.5

Latino

.13

African American

.40

Low Income

.10

District 11th Grade

.50

1.04 .34

0.0

.76 .36

0.5

.40 .40

1.0

23

Other Students of Color

CONCLUSION

O

ver the past three years, WISCAPE has worked with MMSD and the Boys & Girls Club to continually refine the evaluation of the AVID/ TOPS program. In addition to the public release of key findings, this year’s report reflects a more precise and accurate comparison between AVID/ TOPS students and their comparison group peers than in previous reports. Though the report still does not allow for causal conclusions about the effect of AVID/TOPS on students’ achievement, this improved methodology enables us to more confidently isolate the program’s effects on participating students relative to similar students who do not participate in AVID/TOPS. For future reports, we plan to strengthen the research design in order to more robustly understand the effect of the AVID/TOPS program on students’ high school achievement and postsecondary education access and success.

11


aims to inform and improve postsecondary education policy, research, and practice through the creation and exchange of knowledge.

The Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE) was established in 2001 on the University of Wisconsin–Madison campus to study the challenges confronting postsecondary education while bringing together key stakeholders to discuss issues and solutions. The center is housed in the School of Education. MISSION WISCAPE recognizes that colleges and universities make significant contributions to society. To help these institutions better serve the public good, the center aims to inform and improve postsecondary education policy, research, and practice through the creation and exchange of knowledge. WISCAPE’S WORK In pursuit of this goal, WISCAPE conducts and supports research projects; sponsors public programs; produces and distributes publications; and convenes and fosters communication among key stakeholder groups. For more information on this report, contact Eleni Schirmer at eschirmer@wisc.edu.

L139 EDUCATION BUILDING 1000 BASCOM MALL MADISON, WI 53706–1326 SCHOOL OF EDUCATION UNIVERSITY OF WISCONSIN–MADISON

www.wiscape.wisc.edu


AVID/TOPS 2011-2012 District Findings: Executive Summary  

Students in the Madison Metropolitan School District’s Advancement Via Individual Determination (AVID) and the Boys & Girls Club’s Teens of...

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