College Readiness And College Success
Subsequently, the way college readiness and college success are defined greatly impact the perceived effectiveness of the AVID program in preparing students for college. For the few research studies conducted in college settings to look at the educational outcomes of AVID students, three criteria are usually used to evaluate the successfulness of the program. The first criteria is enrollment status, full time or part time, the second is a 2.0 grade point average, and the third is no enrollment in remedial courses (Huerta, Watt, & Reyes, 2013). An alternate definition of college success is used when students take remedial course but still graduate on time (Watt, Huerta, &Alkan, 2011). Huerta, Watt, & Reyes (2013) found that when AVID graduates
from universities and from community colleges were compared both groups experienced minor differences in academic success. Watt, Huerta, and Alkan (2011) found that first generation college goers were more likely to experience success if they performed well on the Texas Assessment of Knowledge (TAKs) and earned college credit than peers who received AVID instruction (Watt, Huerta, & Alkan, 2011).
from universities and from community colleges were compared both groups experienced minor differences in academic success. Watt, Huerta, and Alkan (2011) found that first generation college goers were more likely to experience success if they performed well on the Texas Assessment of Knowledge (TAKs) and earned college credit than peers who received AVID instruction (Watt, Huerta, & Alkan, 2011).