An urban public school district in the northeastern United States implemented the AVID Program, an evidence-based social-emotional learning program, into schools in 2013. This case study investigated the impact of the AVID Program on school connectedness at two middle schools within that system, both serving Grades 5–8. For the purposes of this study, school connectedness refers to a student’s connection to school through student attendance, and academic achievement—as reflected in attendance and performance—suggests that the better students feel and perform, the more likely they are to attend, and the more welcomed the students feel, the better they perform. The study sought to determine if there were statistically significant changes in student attendance and academic achievement at the schools within a cohort of students who entered the AVID Program in 2018–19 by performing a paired-samples t-test. This study also sought to determine faculty perceptions of school connectedness at the subject schools by performing a descriptive analysis of survey data to support the hypothesis. The quantitative data and descriptive analysis of the survey data merged to provide a comprehensive explanation of the relationship between the AVID Program and school connectedness.

Last modified

• 03/05/2024

Creator

• Ott, Chris W.

Subject

• Education

Publisher

• Saint Peter's University

Keyword

• Cooperation
• Socioeconomic factors
• Curricula
• Mental disorders
• Educational psychology
• Mental health care
• Anxieties
• Emotions
• Middle school education
• AVID Program

Date created

• Jul-2021

Resource type

• Dissertation

Rights statement

• In Copyright - Educational Use Permitted