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The Impacts of Instructional Time Reduction on Student Experiences in the Advancement via Individual Determination (AVID) College Readiness System

Author

Listed:
  • Lorraine Schmertzing
  • Samuel L. Rutherford
  • Richard W. Schmertzing
  • Lorraine C. Schmertzing

Abstract

This phenomenological study investigated student experiences in the Advancement Via Individual Determination (AVID) college readiness system at Central High School (CHS). The three interview series model of interviewing was employed to conduct interviews of 20 students in the spring of 2012 and 2013. Categorizing strategies were used to code, reduce, and thematically connect the data. Connecting strategies were executed to facilitate contextual meaning, and examine relationships between portions of interviews. Findings indicated that participants acquired skills they believed would help them to both gain entry into college and use throughout their lives. Additionally, instructional time was reduced in the 2012-2013 academic year. AVID students at CHS reported that the AVID program benefitted them, but did not have a favorable view of the reduction in instructional time. This has the potential to reduce the impact of an important program, which serves the needs of underrepresented students seeking to matriculate into college.

Suggested Citation

  • Lorraine Schmertzing & Samuel L. Rutherford & Richard W. Schmertzing & Lorraine C. Schmertzing, 2016. "The Impacts of Instructional Time Reduction on Student Experiences in the Advancement via Individual Determination (AVID) College Readiness System," Journal of Education and Literature, Research Academy of Social Sciences, vol. 4(1), pages 8-20.
    • Handle: RePEc:rss:jnljel:v4i1p2
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