Academic Preparation

Glancing quickly at the name of the AVID program (Advancement Via Individual Determination), one may not anticipate the emphasis that program staff place on collective effort. AVID, a college access program which began in California and is now found in 40 states, targets underserved students of average achievement and enrolls them in honors and Advanced Placement classes. The program also requires that students enroll in “the AVID elective,” a course offered during the school day. Two out of the five days, tutors in the elective run sessions using the Socratic method to help students make their way through difficult course work. Michelle Badovinac, Delta Sierra (California) Region Six director for AVID, explains that the tutor’s role is not to re-teach information, but to guide students through the process of collaborating to find answers to their problems as a group.

Rather than fostering the intense competition that exists in many classrooms, says Badovinac, “AVID students encourage each other to do their best.” Though AVID staff implemented the tutorials in part to prepare students to organize their own study groups in college, it is common to see AVID students forming study groups in middle and high school. During the other three days that students attend their AVID elective, they are taught to think critically, engage in inquiry, take effective notes, and organize their time and materials for success. “Acceleration not remediation” is one of AVID’s foundational principles, and as such, it delivers a careful balance of challenge and support. It is unique in that it views students as their own best resources for providing both of these elements.

The Lang Youth Medical Program at New York City’s Presbyterian Hospital prepares students in for careers in health care. Through a rigorous program, students—who are referred to as Lang Scholars—practice the skills that are needed to complete science projects and understand presentations given by hospital staff. For example, they practice calculating percentages and interpreting graphs correctly. “One of our goals is to get them really excited about science” says Erin Roy, the program coordinator. Program staff also meet with students to discuss course selections and grades, helping them map out the path to a potential career in the health field. Students in the program are motivated to improve their performance in science and math through hands-on learning, says Roy. “They know they’ve made a long-term commitment to exploring the medical field,” she continues.

Beyond learning about health, the program focuses on what Roy describes as “intellectual habits of mind and life skills that prepare the students for success in college.” To this end, the students abide by strict policies of attendance and professional conduct. The program, for example, requires them to wear lab coats while at the hospital. When students are asked about their future plans, they respond with the mantra of all program participants: “We’re college bound. We’re responsible and determined and committed.” In addition to required Saturday meetings, Lang Scholars can be found volunteering through a local YMCA or taking classes that develop specific skills, such as how to put together a PowerPoint presentation. They show their commitment by participating in activities that most middle school students would shirk, such as a voluntary meeting with a hospital administrator that took place at 7:45 a.m. over Spring break. “Our students rise to meet the expectations we have for them,” states Roy.

The Hermanitas (“Dear Sisters”) program run by the Girl Scout Council of Cumberland Valley (Tennessee) is deliberate about helping Latina elementary and middle-grades students define their future. Teresa Nelson, director and founder of the program, recognized that Hermanitas participants were not being taught to set academic goals at school or at home, so she made goal-setting an important part of the program. Nelson travels to the students’ schools every other week to deliver sessions that focus on improving English language skills, exploring career and college options, and building a sense of belonging and trust among the girls. Students write down their goals at the beginning of the year, and Nelson meets with the girls throughout the year to discuss their progress.

Nelson explains to the girls the difference between social and academic goals and that goals can apply to the short, medium, and long term. While she supports the girls’ long-term goals, such as going to college, she also underscores the importance of setting smaller range goals that can be achieved within a school year. “I tell my eighth graders to think about the challenges they will encounter when they start high school next year,” she says, “and then I ask them to identify a particular class in which they want to improve this year.” Nelson’s scaffolded approach to goal setting allows students in the program to practice the important skills of mapping out a long-range plan and integrating manageable academic goals within that plan. “They will need that skill for the rest of their lives,” she says.