By Chris Rickert of Wisconsin State Journal
Students tackle an algebra III problem during an AVID/TOPS class at East High School last spring. A new evaluation of the college-prep program finds participants generally take more advanced placement and honors courses and have higher grade point averages and graduation rates than their peers.
Results from the study of a Madison schools program suggests the district has hit upon an effective way to close gaps in student achievement based on demographics.
Now if only the program served more than a small fraction of students and the district had launched it oh, say, 33 years ago.
The district’s AVID/TOPS (for Advancement Via Individual Determination/Teens of Promise) program serves primarily low-income and non-white students at the middle and high school levels.
These students are different from the ones who have historically made up the bulk of the student body: white, middle class, born of educated parents and generally free of the kinds of out-of-school challenges that can impede learning.
A UW-Madison investigation of the program over the last four years shows participation in AVID/TOPS is correlated with higher attendance rates and grade-point averages and other measures of academic success.
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Now if only the program served more than a small fraction of students and the district had launched it oh, say, 33 years ago.
The district’s AVID/TOPS (for Advancement Via Individual Determination/Teens of Promise) program serves primarily low-income and non-white students at the middle and high school levels.
These students are different from the ones who have historically made up the bulk of the student body: white, middle class, born of educated parents and generally free of the kinds of out-of-school challenges that can impede learning.
A UW-Madison investigation of the program over the last four years shows participation in AVID/TOPS is correlated with higher attendance rates and grade-point averages and other measures of academic success.
Read More
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