By Jennifer Kiilerich
Access to college begins long before students fill out an application. The support they receive in high school can open doors that may have previously felt unavailable.
New research from NashvillePeer affirms that a key college-readiness initiative at Metro Nashville Public Schools is helping learners along that path. High school students who participate in Advancement Via Individual Determination (AVID) are more likely to take advanced courses and enroll in college, with some of the largest apparent benefits among students historically underrepresented in higher education, the study shows.
Vanderbilt Peabody College's Sean Corcoran, professor of public policy and education, was a lead researcher in the project. "AVID is geared to kids who maybe weren't considering college," he explained. "And it aims to change that culture and get them prepared and interested in higher education. Our findings also suggest that the program tips the balance towards four-year college enrollment versus two-year, which I think is notable."
In addition to academic preparation, AVID provides students with practical support. Learners develop skills like notetaking, time management, goal setting and critical thinking, while pursuing rigorous coursework and learning to navigate college applications and financial aid.
NashvillePeer is a research-practice partnership that brings together Vanderbilt Peabody College of education and human development researchers and MNPS leaders to generate evidence that can inform decisions and help children thrive in Nashville schools and communities. The study found that AVID participation was associated with several benefits:
- Taking advanced courses: AVID students were about 7 percentage points more likely to participate in Early Postsecondary Opportunities, such as Advanced Placement or dual enrollment courses, and 6 percentage points more likely to complete one.
- Going to college: AVID students were over 5 percentage points more likely to enroll in college than similar students who did not participate. The differences were especially pronounced among English learners, economically disadvantaged students and those with medium prior academic achievement.
- Attending four-year colleges: AVID students were about 3 percentage points more likely to enroll in a four-year institution, with even larger differences for English learners, economically disadvantaged students and students with low prior achievement.
The current analysis accounts for students' prior AVID experience, including in middle school, but does not explicitly examine whether sustained participation in AVID produces different results. Corcoran said that could be an area for future research, particularly as MNPS expands AVID into earlier grades.
"I think that would be an important next thing to look at," he said. "And whether there's an amplifying effect, like whether exposure in middle school matters for high school."
For MNPS leaders, the findings offer new evidence about how AVID is supporting the district's efforts to prepare more students for opportunities after high school. The particularly strong results among economically disadvantaged students and English learners may also help them think strategically about which students it recruits into the program.
"What's important about this research is that it helps us see not only that AVID is making a difference, but where that difference is greatest," said Sanjana Ballal-Link, executive director of school counseling and post-secondary readiness at MNPS. "We can use that evidence to be more intentional about which students we're reaching, how we prepare them for rigorous coursework, and how we support them on the path from middle and high school to college."
From access to opportunity
Although AVID students were no more likely to earn postsecondary credit from their advanced courses, Corcoran said the experience and access still matter. Exposure to college-level work can change how students view their own abilities.
"It boosts students' confidence," Corcoran noted. "It prepares them for what's ahead, but I think it also changes their views on whether college might be a good option for them." Plus, he explained, AVID can help normalize advanced coursework for students, rather than leaving learners and families to seek out the classes on their own.
"It changes their views on whether college might be a good option for them." - Sean Corcoran
The study is part of a larger NashvillePeer research project examining policies and practices that promote postsecondary readiness, including access to and participation in early postsecondary courses. The work is supported by an Institutional Challenge Grant from the William T. Grant Foundation.
The foundation recently awarded the partnership an additional $349,380 to continue the work for two more years, through June 2028. The renewal extends the project to five years and brings its total funding to nearly $1 million.
Despite the program's widespread use, relatively little research on AVID has been conducted nationally. The team hopes to build on the analysis for further studies and eventually reach a broader audience.
"These results are promising," Corcoran said. "They reaffirm MNPS's investment in the program and show that when kids are exposed to college-level material, they realize it's something they can do."
NashvillePeer connects Peabody researchers with Metro Nashville Public Schools policymakers to bring evidence-based decision-making to local schools. The organization regularly publishes research briefs and findings. Discover more of their latest research here.
