New Research Shows More AVID Students Access Advanced Coursework and Enroll in College

Preparing students for college and career success takes more than opening doors to opportunity. Students need the academic skills, confidence, and support to walk through them. New research from Vanderbilt University’s Peabody College of Education and Human Development and Metro Nashville Public Schools (MNPS) adds to a growing body of evidence that highlights how Advancement Via Individual Determination (AVID) helps students prepare for what comes next. 

The study, conducted through NashvillePeer, a research-practice partnership between Vanderbilt Peabody College and MNPS, examined AVID’s relationship to students’ participation in advanced coursework and postsecondary outcomes. In practical terms, the findings suggest that AVID students were more likely to participate in many of the academic experiences that help students prepare for college and career opportunities after high school. 

The results complement other independent research on AVID Elementary and AVID Excel®, offering additional insight into how AVID supports students across different stages of their educational journeys. 

New findings: Greater access to advanced coursework and college

The NashvillePeer study found several positive impacts associated with AVID participation: 

• Greater participation and completion of advanced coursework. AVID students were approximately 7 percentage points more likely than similar non-AVID students to participate in advanced coursework, including Advanced Placement® and dual enrollment courses, which allow students to experience college-level expectations while still in high school. AVID students were 6 percentage points more likely to complete one of these courses.
• Increased college enrollment. AVID students were more than 5 percentage points more likely to enroll in college than similar students who did not participate in AVID. The AVID program also had a modest impact on on-time graduation.
• Greater likelihood of 4-year college enrollment. AVID students were approximately 3 percentage points more likely to enroll in a 4-year institution.

The differences in college enrollment were particularly pronounced among English learners, economically disadvantaged students, and students with lower or medium prior academic achievement. 

The researchers also noted that AVID students were no more likely than non-AVID students to earn postsecondary credit from their advanced courses. The researchers surmised that “AVID's biggest impact may be opening doors and encouraging students to engage in rigorous coursework, even if that means some struggle along the way” and cited evidence showing the importance of rigorous coursework in building confidence and skills for college readiness (Lee et al., 2026).   

According to lead researcher Sean Corcoran, professor of public policy and education at Vanderbilt Peabody College, AVID may also help change how students view their own potential and whether college feels like a realistic option. 

Three studies, a broader picture of student success

The NashvillePeer findings build on independent research examining AVID Elementary and AVID Excel. While each study examines a different stage of the student experience, together they highlight complementary ways AVID supports academic readiness and access to future opportunities. 

Building a foundation for long-term academic success

An independent 2026 evaluation by ECOnorthwest and Calypso Strategy and Research examined AVID Elementary outcomes across more than 230,000 students and 1,800 educators in eight school districts, drawing on 14 years of data. 

The study found that elementary students with 2 or more years of AVID Elementary participation had significantly higher English language arts (ELA) outcomes than comparison students by the end of fifth or sixth grade. Their ELA scores were 0.08 standard deviations higher, and they were approximately 5 percentage points more likely to meet grade-level proficiency (p<.001). In other words, students who participated in AVID Elementary over multiple years were more likely to demonstrate the reading and writing skills that support success in later grades. 

The research findings suggest that benefits associated with AVID Elementary may extend beyond elementary school and into students' middle school academic experiences. Students with at least 2 years of AVID Elementary experience demonstrated significantly higher core GPAs in middle school than comparison students ( +0.15 standard deviations; p<.001).  

These findings complement the NashvillePeer research by suggesting that the skills students develop early may help prepare them for later opportunities and challenges. The AVID Elementary study also highlights the importance of quality implementation: Schools with stronger fidelity to AVID practices, particularly in instruction and leadership, saw stronger academic outcomes. 

Advancing English proficiency and access to rigorous learning

An independent study by RMC Research Corporation examined AVID Excel across more than 2,100 students in 58 schools across six states. 

Designed for long-term English learners in middle school, AVID Excel focuses on language acquisition, literacy development, academic skills, and college and career readiness. 

The study found that AVID Excel students had significantly higher Grade 8 English proficiency scores (+0.10 standard deviations; p<.001) than comparison students. Students were also nearly twice as likely to be reclassified as proficient in English by Grade 9 (22% of AVID Excel students compared with 13% of nonparticipants; p<.05). Reaching English proficiency can open the door to additional academic opportunities and help students participate more fully in rigorous coursework. 

In addition, 44% of AVID Excel students enrolled in the AVID Elective in Grade 9, compared with 31% of nonparticipants, increasing access to additional academic support, college and career exploration, and a college-preparatory pathway. 

These findings align particularly closely with the NashvillePeer study, which identified some of the largest differences in college enrollment among English learners. Together, the studies provide complementary evidence of AVID’s support for multilingual learners—from developing English proficiency and academic readiness to pursuing more rigorous coursework and preparing for opportunities beyond high school. 

The AVID Excel research also reinforces the importance of sustained, high-quality implementation and whole-school support in achieving the strongest outcomes. 

Building the evidence across the AVID experience

Taken together, the three studies contribute to a broader understanding of AVID’s potential to support students over time. The research examines different milestones along students' educational journeys, from building foundational literacy skills and academic confidence to expanding access to rigorous coursework and postsecondary opportunities. 

The studies do not establish a single causal pathway connecting these outcomes, and their findings are not directly interchangeable. However, their complementary results point to a consistent focus: helping more students build the skills, confidence, preparation, and access needed to pursue the opportunities they choose for their futures. 

"Students' journeys don't happen in stages disconnected from one another," explains AVID's Vice President of Research and Data, Dr. Cassie Freeman. "These studies show what becomes possible when we invest in students throughout their educational journey. Whether it is building strong academic foundations in elementary school, expanding opportunity for multilingual learners, or helping students access rigorous coursework and college, the research reinforces that preparation and opportunity matter at every stage.” 

Continuing to examine AVID’s impact

AVID is continuing to invest in independent research to better understand how its programs support students and how schools and educators can strengthen implementation to achieve the greatest impact. 

An independent study examining the effectiveness of the AVID Elective in secondary grades is currently underway, with findings expected in spring 2027. Early findings and indications from the study will be shared at AVID National Conference in December 2026. 

The forthcoming research will add another perspective to the growing evidence base, examining the AVID Elective, a key component of AVID’s secondary program model. 

"Research matters because it helps schools move beyond good intentions and understand what is helping create opportunities for students," AVID's Superintendent in Residence Michael McCormick shares. "These studies reinforce something many educators see every day: When students are challenged, supported, and given access to rigorous learning, more of them can see a pathway to college, career, and life success. 

As AVID continues to expand opportunities for students, independent research remains an important part of understanding what works, for whom, and under what conditions. Together, these studies contribute to the evidence informing how AVID supports educators and schools in preparing students to succeed in college, career, and life. 

About AVID

AVID (Advancement Via Individual Determination) is a national nonprofit that has been closing the opportunity gap in education for more than 45 years. Through evidence-based professional learning and schoolwide systems, AVID empowers educators to prepare all students for college, careers, and life. Since its founding, 3.65 million students have been enrolled in the AVID Elective and AVID Elementary. An additional over 7 million students have been taught by AVID-trained educators across subject areas. AVID is implemented in nearly 7,000 K–12 schools across the United States, plus schools in Washington, D.C., the Department of War Education Activity (DoWEA), the U.S. Virgin Islands, Canada, and Australia. Learn more at www.avid.org.