The Impact of Advancement via Individual Determination (AVID) Professional Development on Teacher Perceptions of School Culture and Climate in the United States

Abstract

This study examines relationships between Advancement via Individual Determination (AVID) implementation and school culture and climate and between AVID professional development and teachers’ perceptions of whether AVID has had an impact on their schools’ culture and climate. More than 3,100 teachers attending professional development workshops (AVID summer institutes) were surveyed, and findings indicate that teachers from mature AVID schools reported higher levels of school culture and climate. AVID coordinators had significantly higher perceptions of AVID's impact on school culture and climate than did AVID teachers. Group openness received the highest responses from teachers, indicating that AVID provides a venue for sharing ideas, values, and beliefs.