Program

Education Doctorate

Number of Pages

72

Year Approved

2022

First Advisor

Tracy Reimer

Second Reader

Krista Soria, Darryl Payton

Abstract

The purpose of this quantitative study was to analyze the data from schools that have and have not implemented AVID for at least three years to determine what difference, if any, existed between the schools’ racial discipline gap. This study compared both the suspension and expulsion outcomes of students of color and White students in Minnesota secondary schools with a racial diversity of 30% or greater Students of color. The results of this study indicate that Black students in schools with AVID programs were significantly more likely to be expelled compared to Black students in schools that did not have AVID programs. Multiracial students in schools with AVID programs were slightly more likely to be expelled compared to multiracial students in schools without an AVID program. White students in schools with AVID programs were slightly more likely to be expelled compared to White students in schools without an AVID program. There was no significant difference in expulsion rates between Hispanic, White, Asian, Pacific Islander, or Native American students in schools with and without AVID programs. There was no significant difference in suspension rates between Hispanic, White, Asian, Pacific Islander, multiracial, Native American, or Black students in schools with and without AVID programs. The findings suggest that while AVID has positive influence on students’ academic achievement, further research is needed to explore the influence of AVID on discipline. Future research focused on the integration of AVID and a Positive Behavior Interventions and Supports (PBIS) system implemented with fidelity within schools’ discipline management could provide additional insights.

Degree Name

Education Doctorate

Document Type

Doctoral dissertation

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