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The Impact of Using AVID and AVID Schoolwide on Achievement, Equity, Access, and Opportunities for High School Students: A Program Evaluation Project

Patra Cooks Follow Patra W. Smith , National Louis University Follow

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Ed.D. Doctor of Education

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Educational Leadership

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Dr. Edie Sohigian

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Dr. Stefanie Shames

The purpose of my research was to determine if the use of AVID strategies had any impact on academic achievement and college and career readiness. Additionally, I evaluated whether AVID school-wide can support all students. The context of this study included AVID Teachers and AVID Coordinators across the United States. The outcomes indicated that 80% of AVID students enrolled in the AVID Elective successfully completed rigorous course work. Furthermore, the study outcomes disclosed which strategies supported students the most with academic success. The AVID coordinators often used writing strategies, while the AVID teachers used collaborative strategies to support student learning.

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Cooks, Patra and Smith, Patra W., "The Impact of Using AVID and AVID Schoolwide on Achievement, Equity, Access, and Opportunities for High School Students: A Program Evaluation Project" (2021). Dissertations . 630. https://digitalcommons.nl.edu/diss/630

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School recruitment, participant recruitment, data collection, survey measures, analytic strategy, conclusions, outcome of the avid college preparatory program on adolescent health: a randomized trial.

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Rebecca N. Dudovitz , Paul J. Chung , Kulwant K. Dosanjh , Meredith Phillips , Joan S. Tucker , Mary Ann Pentz , Christopher Biely , Chi-Hong Tseng , Arzie Galvez , Guadalupe Arellano , Mitchell D. Wong; Outcome of the AVID College Preparatory Program on Adolescent Health: A Randomized Trial. Pediatrics January 2023; 151 (1): e2022057183. 10.1542/peds.2022-057183

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Video Abstract

Academic tracking is a widespread practice, separating students by prior academic performance. Clustering lower performing students together may unintentionally reinforce risky peer social networks, school disengagement, and risky behaviors. If so, mixing lower performing with high performing youth (“untracking”) may be protective, leading to better adolescent health.

Advancement via Individual Determination (AVID), a nationally-disseminated college preparatory program, supports placing middle-performing students in rigorous college-preparatory classes alongside high-performing peers. We conducted the first randomized, controlled trial of AVID in the United States, randomizing 270 students within 5 large public high schools to receive AVID (AVID group) versus usual school programming (control group). Participants completed surveys at the transition to high school (end of eighth grade/ beginning of ninth grade) and the end of ninth grade. Intent-to-treat analyses tested whether AVID resulted in healthier social networks (primary outcome), health behaviors, and psychosocial wellbeing.

At follow-up, AVID students had lower odds of using any substance (odds ratio [OR] 0.66, 95% confidence interval [CI] 0.48–0.89) and associating with a substance-using peer (OR 0.74, 95% CI 0.45–0.98), and higher odds of associating with a peer engaged in school (OR 1.73, 95% CI 1.11–2.70). Male AVID students had lower stress and higher self-efficacy, grit, and school engagement than control students ( P < .05 for all). No adverse health effects among high-performing peers were observed.

AVID positively impacts social networks, health behaviors, and psychosocial outcomes suggesting academic untracking may have substantial beneficial spillover effects on adolescent health.

Academic tracking is a widespread practice, separating students by prior academic performance. Clustering lower performing students together may unintentionally reinforce risky peer social networks and health behaviors. However, there are no studies investigating the health effects of academic tracking.

Advancement via Individual Determination is an “untracking” intervention mixing lower performing and high-performing youth in college preparatory courses. In this randomized trial, we found positive impacts of Advancement via Individual Determination on social networks, health behaviors, and psychosocial outcomes suggesting academic untracking may impact adolescent health.

Through near-daily exposure, schools have potential to shape adolescents’ relationships, social norms, and social-emotional skills– 1   factors strongly associated with health behaviors. 2 , 3   Educational interventions that alter these factors may have important spillover effects on health. However, this has been rarely studied.

Academic tracking is a widely used strategy that groups students in classrooms according to prior academic performance. Critics argue tracking perpetuates structural disadvantage and racism by limiting access to educational opportunities for students of color and from low-income families. 4   Although the educational merits of tracking are vigorously debated, 5 – 9   no known studies examine its health implications. Academic tracking might directly influence social networks by grouping students together with peers of similar academic performance and engagement. 10 – 12   Although potentially beneficial to high-performing students, tracking may reinforce school disengagement and risky health behaviors like substance use, violence, and delinquency among lower-performing students. 13 , 14  

Studies suggest teens tend to form friendships with peers based on similar levels of school engagement and risk behaviors. 15   Within schools, this process can be reinforced by placing similar students in the same classrooms. 16   This theory is strongly supported by evidence that adolescent health behaviors, including substance use, violence, and delinquency, are closely tied to behaviors and attitudes of individuals in their social network. 14 , 17 – 21   Academic tracking may determine to which peers a student is exposed, further impacting sources of support, transmission of social norms, and access to and opportunities for risky health behaviors, and psychosocial wellbeing. 19 , 20 , 22 , 23  

Advancement via Individual Determination (AVID) is a college preparatory program operating in nearly 5000 US high schools across 46 states (about 20% of all public high schools). 24   AVID targets students in the academic middle (earning B or C grades, on average) who would not typically be placed in high-performing, college preparatory academic tracks. 25   Through AVID, participating students are encouraged to enroll in college preparatory courses and as a result, AVID has been described as an academic untracking intervention. 6   Although prior studies examined AVID’s educational outcomes, 26 – 31   there are no randomized trials of AVID in the United States and no studies examining its impact on health.

To fill this gap, we conducted the first randomized trial of AVID in the United States to test whether AVID improved adolescent health. We hypothesized that students randomized to AVID would be exposed to more academically successful peers, resulting in more prosocial networks, and would have improved psychosocial wellbeing and reduced risky health behaviors. Because prior studies suggest the influence of schools on social networks and health behaviors may be stronger for boys versus girls, we aimed to test whether intervention effects vary by sex. 32 – 34   Finally, we examined whether social connections with AVID students were associated with risky peer networks and behaviors among high-performing students. Our initial study aimed to follow students through 11th grade, however the coronavirus disease 2019 pandemic-related school closures disrupted typical AVID delivery. Hence, we present our findings before COVID-related school closures, following student during their transition to high school, through the end of ninth grade.

We conducted a multisite randomized trial testing whether AVID impacts adolescent health and wellbeing during the transition to high school among students attending schools in predominantly low-income, minority communities (Clinical Trials registration number NCT03059433).

AVID’s secondary school program targets ninth through 12th grade students from demographic groups underrepresented in higher education who are performing in the “academic middle” (earning B or C average grades) and are less likely to be placed in and succeed in college preparatory coursework without additional academic and social support. 25   Students enter in ninth grade and are encouraged to remain in AVID through 12th grade. AVID students enroll in rigorous college-preparatory courses, placing them in an academic track typically targeting higher-achieving students, and attend an AVID elective class during which teachers provide academic skills coaching, explain the college application process, and facilitate social-emotional skill development, including persistence in the face of challenges, problem solving, and coping skills. Finally, the program emphasizes the student and teacher relationship and cultivates a family-like atmosphere. 27  

We partnered with a large urban school district in Southern California to recruit high schools (serving only grades 9–12) into the study. We invited schools that served low-income minority families, had been certified by the national AVID office as achieving adequate program fidelity, and had more students who meet AVID eligibility criteria than the AVID program had the capacity to serve. We sought to enroll 5 schools to achieve adequate power. Of the first 6 schools approached, 5 agreed to participate. School and participant recruitment took place over 2 consecutive school years (2017–2018). Like the participating school district, participating schools served largely low-income Latinx students ( Supplemental Table 2 ).

At participating schools, AVID recruitment followed the school’s typical practice, including presentations at feeder middle schools and student and parent meetings. Interested students completed an application and interview with the school’s AVID coordinator. Eligibility for AVID participation included: eighth grade, grade point average (GPA) of 2.0 to 3.5, enrolling in ninth grade at a study school, student commitment to taking rigorous college-preparatory courses, and parent permission for AVID participation. AVID-eligible students entered into a random admission lottery, regardless of study participation. Approximately twice as many students as each school had the capacity to serve entered the lottery (330 applicants for 138 AVID slots). Although study schools oversaw identification of students entering the lottery, the investigators conducted the lottery via a random number generator. A separate lottery was conducted for each school. Given the nature of the intervention, blinding was not feasible. Although students typically remain in AVID throughout high school, students were permitted to drop out of AVID over the course of the school year and open slots were filled, as per usual practice, on a first-come-first served basis, regardless of initial lottery result. These practices were agreed upon with each participating school before study initiation according to the tenants of community-based participatory research. 35  

All students entering the AVID lottery were eligible for study participation and received a study enrollment packet, including consent forms. Students returning a signed parental consent form and student assent form were enrolled in the study. Study participation had no bearing on AVID lottery results. Of the 2625 students matriculating into a study school, 330 entered the AVID lottery and 270 consented to participate in the study (participation rate = 81.8%). Of those enrolled in the study, 124 “won” the lottery and were offered an AVID program spot (AVID group), whereas the remaining 146 participants were not offered an AVID spot (Control group) ( Fig 1 ).

Recruitment and retention consort diagram.

Finally, we recruited a comparison group of high-performing incoming ninth grade students from the same schools at the same time as the AVID and Control groups. We identified these students (High performing group) by their grade point average of >3.5 during eighth grade. Of the 214 eligible students, 161 consented to participate in the study (participation rate = 75.2%).

Students completed a baseline computer-assisted survey in school at the end of eighth grade or beginning of ninth grade (April–October), and follow-up interview at the end of ninth grade (May–June). At the time of survey administration, students were reminded that the study goal was to learn about schools, social networks, and substance use and all answers would remain confidential. There was no difference in survey completion or retention by study arm. Overall, 418 of the 431 initially enrolled students (117 AVID; 141 control; 160 high performing) completed the follow up survey (retention rate = 97.0%). Of the 13 students lost to follow up, 12 switched schools, and 1 refused participation.

Social Network: we assessed students’ personal social networks using a standard procedure. 36   At baseline, students named 20 people (alters) in their network and answered questions describing each person. Alters could include friends or family. At follow up, students named 10 alters outside their family. At each wave, alters identified as “about my age” were considered peers. For each peer, students reported whether that peer is in AVID, has ever been drunk, and ever used marijuana. Participants also reported whether the peer “tries hard in school,” “thinks it’s important to do well in school,” “thinks they should attend every class,” “does not disrupt class,” and “does not cause trouble.” Peers having all of these characteristics were considered highly engaged in school.

Psychosocial wellbeing: at baseline and follow up, students completed the Mental Health Inventory to assess general mental health (range 1–25, α = .80) 37   ; the Perceived Stress Scale (range 0–16, α = .61) 38   ; General Self-Efficacy Scale (range 8–40, α = .95) 39   ; Duckworth Grit Scale (range 13–40, α = .67) 40   ; and a 29-item school engagement scale from the High School Survey of Student Engagement (range 29–116, α = .96). 41   For these outcomes, higher scores indicate better mental health, more stress, and higher levels of self-efficacy, grit, and school engagement, respectively.

Health risk behaviors: at baseline and follow up, using measures from the Youth Risk Behavior Survey, 42   students reported their frequency of alcohol, marijuana, vaping device use, tobacco, or other drug use in the previous 12 months. We created dichotomous measures of any alcohol, any marijuana, any vaping, and any substance use in the prior 30 days and prior 12 months. Using measures from the National Longitudinal Study of Adolescent to Adult Health, 43   students reported their engagement in 8 delinquent behaviors in the previous 12 months (painting graffiti, damaging property, lying to a parent or guardian about where they had been or who they were with, stealing, running away from home, driving a car without permission, entering a house or building to steal something, using or threatening to use a weapon to get something from someone, or selling marijuana or other drugs) and if they had been in a physical fight in the last 12 months.

Socio-demographic characteristics and intervention exposure: at baseline, students reported demographic (birthplace, home language, family structure, race and ethnicity) and parental characteristics (educational attainment, employment, birthplace), and whether they participated in AVID during middle school. At follow-up students reported whether they participated in AVID during the fall and spring semesters of ninth grade. Sex and grade point average came from eighth grade academic transcripts.

T-test and χ 2 analyses compared demographic characteristics and baseline health behaviors across groups. Intent-to-treat analyses tested whether intervention students had improved outcomes relative to control students. We used multilevel mixed effects models to account for clustering within schools and control for baseline values of the outcome of interest. Psychosocial outcome measures were standardized on follow-up sample values with a mean of 0 and SD of 1. As prespecified, interaction terms tested whether effects were moderated by sex and, when significant, we estimated sex-stratified models. Our prespecified primary outcomes on which the study was powered was the difference in proportion of prosocial peers in the network and difference in 30-day marijuana use between AVID and Control groups at the end of 11th grade. Although we present interim findings from the end of ninth grade, we maintained these primary outcomes. We also examined the odds of naming a prosocial peer in the network and past-12 month substance use. Finally, similar to other studies seeking to measure negative peer influence, 13 , 14 , 18   we tested whether naming an AVID student in the social network was associated with more risky networks and higher odds of substance use, violence, or delinquency for students in the high-performing comparison group. All outcome data were complete.

The sample is similar to low-income communities in Southern California with 82.8% identifying as Latinx ( Table 1 ) and 78.9% reporting at least 1 parent born outside the United States. Just over half the sample (53.6%) had at least 1 parent who graduated high school and 22.0% participated in AVID during middle school. There were no significant differences in demographics, baseline health behaviors, social network, or psychosocial outcomes between AVID and control arms. However, compared with the AVID group, the high-performing group had significantly fewer males, more Asian students, more students from immigrant families, and lower rates of fighting (12% vs 27%, P = .001) and marijuana use (2% vs 6%, P = .05).

Baseline Characteristics of Study Participants by Study Arm

MS, middle school.

Vaping includes any use of a vaping device, regardless of whether it was used to vape nicotine or cannabis.

Any substance use includes any positive response to items assessing any alcohol use, marijuana use, tobacco use, vaping device use, or other drug use in the previous 12 mo.

Of those who won the AVID lottery (AVID group), 81% participated in the program for at least 1 semester and 66% participated for both ninth grade semesters; 5% of the Control group participated in AVID for 1 semester and 5% for both semesters. Lottery “winners” who participated for both semesters were more likely to have a full-time working parent, less likely to report any delinquent behaviors at baseline, and had a higher eighth grade GPA compared with those who participated for just 1 semester ( Supplemental Table 3 ).

Intent-to-treat analyses ( Fig 2 , Supplemental Table 4 ) revealed a greater proportion of peers who do not disrupt class (odds ratio [OR] 1.44, 95% confidence interval [CI] 1.11 to 1.86) but no difference in the proportion of substance using peers between AVID and control students (OR 0.95, 95% CI 0.73 to 1.28). However, the AVID Group had lower odds of naming a peer in their social network who has been drunk or used marijuana (OR 0.74, 95% CI 0.56 to 0.98) and higher odds of naming a peer who does not disrupt class (OR 1.23, 95% CI 1.07 to 1.41), was highly engaged in school (OR 1.73, 95% CI 1.11 to 2.70) and who was in AVID (OR 2.19, 95% CI 1.01 to 4.73), compared with the Control group. In addition ( Fig 3 ), although there were no differences in 30-day substance use between groups, the AVID group had lower odds of any substance use (OR 0.66, 95% CI 0.48 to 0.89) and any delinquent behaviors (OR 0.65, 95% CI 0.42 to 0.99) compared with the Control group. These effects did not vary by sex (interaction terms all >.05). Ad hoc analyses tested whether AVID was associated with lower odds of substance use, controlling for having a substance using peer, a highly engaged peer, or a peer in AVID ( Supplemental Table 5 ), to explore whether intervention effects on substance use are explained by social network changes. Results suggest having a peer in AVID may account for some AVID effects on substance use.

Intervention effects on the odds of naming a peer in the social network with the following characteristics. All models used intent-to-treat mixed-effects regression models with a random intercept for school and cluster-robust standard errors to account for clustering within schools, after adjusting for baseline values of the outcome of interest to test whether outcomes for students randomized to AVID differed from those randomized to the control group. Statistical significance is represented by a 95% confidence interval bar that does not cross 1.

Intervention effects on risky health behaviors. All models used intent-to-treat mixed-effects regression models with a random intercept for school and cluster-robust standard errors to account for clustering within schools, after adjusting for baseline values of the outcome of interest to test whether outcomes for students randomized to AVID differed from those randomized to the control group. Statistical significance is represented by a 95% confidence interval bar that does not cross 1.

For psychosocial wellbeing, intervention effects varied by sex (interaction terms <.05) for all outcomes except general mental health, hence we conducted sex-stratified analyses. Although there were no differences between AVID and Control girls, for boys, the AVID group had lower levels of stress (β −.21, 95% CI −0.40 to −0.02) and higher self-efficacy (β .32, 95% CI 0.12 to 0.51), grit (β .28, 95% CI 0.04 to 0.52), and school engagement (β .23, 95% CI 0.05 to 0.41) ( Fig 4 and Supplemental Table 6 ) compared with Control boys. There were no effects on general mental health.

Intervention effect on psychosocial wellbeing, stratified by sex. All models used intent-to-treat mixed effects models stratified by sex with a random intercept for school and cluster-robust standard errors to account for clustering within schools, after adjusting for baseline values of the outcome of interest to test whether outcomes for students randomized to AVID differed from those randomized to the control group. Statistical significance is represented by a 95% confidence interval bar that does not cross 1.

As treated analyses examined outcomes among students who participated in 1 or 2 semesters of AVID relative to those who did not participate in AVID to check the robustness of our findings ( Supplemental Table 7 ). Results show a similar pattern to intent-to-treat analyses and improved outcomes for those who participated for 2 versus only 1 semester.

Finally, among high-performing students, naming an AVID-involved peer in the social network was associated with increased odds of naming a substance using peer in the network (OR 1.99, 95% CI 1.11 to 3.55 for marijuana use, OR 2.21, 95% CI 1.16 to 4.22 for marijuana or alcohol use), but was not associated with peer school-related behaviors nor self-reported health behaviors ( Supplemental Table 8 ).

We found significant health benefits to adolescents randomized to AVID during the transition to high school, including more prosocial peer networks, decreased substance use, and, for boys, improved psychosocial wellbeing. These findings are notable because not only is this the first experimental study of AVID in the United States, but it demonstrates that academic interventions can have substantial spillover benefits to health.

AVID expands access to rigorous courses for middle-performing students, thereby creating more connections between and among academically middle- and high-performing youth. In addition, AVID simultaneously improves health behaviors. We found that connections with AVID-related peers may partially explain the program’s impact on substance use. Of note, this study focuses on the transition to high school, which may be a sensitive period when social networks are in flux and high-risk behaviors often emerge. Together, findings suggest the social network and health implications of academic tracking may be substantial and are critical to consider, particularly in light of critiques that low-income, Black, and Latinx students may be less likely to gain access to more advanced academic tracks. 44   Although not studied here, it is possible that low-performing and less engaged students may also benefit from increased access to rigorous college-preparatory courses. Applying AVID school-wide may be 1 strategy to accomplish this. Identifying the health effects of such an approach to more broadly reduce academic tracking can provide important insights into the public health implications of education tracking policies.

Our findings are consistent with prior research demonstrating educational practices in schools can influence adolescent health behaviors. 45   Potential mechanisms include changing adult and peer social networks, school engagement, and noncognitive skills. Traditional school-based substance use prevention strategies rarely target a school’s social and academic environment, despite recognition that school environments are consistently related to substance use. 32 , 46 – 48   The appeal of targeting the larger school environment for substance use prevention is two-fold. First, this approach may be more successful and can simultaneously influence multiple education and health outcomes. Second, this approach does not require carving out instructional time to deliver specific substance use prevention curricula, which is often a barrier to implementation. 49  

AVID improved psychosocial wellbeing particularly for males, including grit, self-efficacy, stress, and school engagement, which are associated with multiple positive life and health outcomes. 13 , 50 – 53   The coronavirus disease 2019 pandemic has highlighted the impact of schools on adolescent wellbeing and the potential need for interventions to support these areas during the recovery period. 54 , 55   AVID might be one such tool. It is notable that these effects were largely observed in males. Although we cannot determine the reasons for this finding, it is consistent with studies suggesting that supportive school environments have a greater impact on boys of color, perhaps by buffering the negative impact of traditional school environments. 16 , 32 , 56  

Although multisite, all study schools were from the same district serving mostly low-income and Latinx students and findings are from only 1 school year. Future analyses are needed to test whether effects are generalizable and sustained over time and identify specific mechanisms through which AVID impacts substance use. Though all study schools met national certification criteria, we did not directly observe or measure AVID implementation and cannot examine whether higher fidelity improves outcomes. We did not examine whether AVID achieves its primary objective of increasing college enrollment and persistence. Although we examine multiple outcomes, they are highly correlated. We rely on self-report substance use measures, though studies suggest high correlation with biologic testing, particularly when measured via computerized surveys employed here. 57   Blinding participants to study arm was not possible and we cannot rule out the possibility that AVID participants were more susceptible to social desirability bias.

Despite these limitations, this study has important implications for the role schools play in influencing adolescent health trajectories. First, AVID might be considered an evidence-based program that simultaneously prevents adolescent health risk behaviors and promotes wellbeing. More importantly, many of the strategies AVID uses, including disrupting typical academic tracking practices and providing academic and social-emotional support, could be implemented outside the program. Ensuring schools have the resources and structures necessary to expand access to educational opportunities and facilitate healthy social connections, particularly in marginalized communities, may be key to achieving education and health equity more broadly.

Dr Dudovitz conceived of and oversaw all aspects of the study, including study design, data collection, analysis, interpretation of results, and drafting of the manuscript; Drs Chung, Phillips, Tucker, Pentz, Tseng, and Wong contributed to the study design, analysis plan, data interpretation, and critical revision of the manuscript; Ms Dosanjh, Ms Galvez, and Ms Arellano contributed to data collection, interpretation of results, and critically reviewed and revised the manuscript; Mr Biely contributed to data analysis, interpretation of results, and critically reviewed and revised the manuscript; and all authors approved the final manuscript as submitted and agree to be accountable for all aspects of the work.

Clinical Trial Identification: Leveraging School Environments to Shape Social Networks and Reduce Adolescent Substance Use—A Pilot Randomized Trial of a Social Networks Intervention. Registration number : ClinicalTrials.gov ID: NCT03059433, https://www.clinicaltrials.gov/ct2/show/NCT03059433?term=dudovitz&draw=2&rank=1 . Registered February 16, 2017.

COMPANION PAPER: A companion to this article can be found at www.pediatrics.org/cgi/doi/10.1542/peds.2022-059051 .

DATA SHARING STATEMENT: Data dictionaries, study protocols, the statistical analysis plan, and the informed consent form will be made available upon request. In accordance with our IRB approval from the participating school district, de-identified individual participant data will only be made available with approval from the school district. The data will be made available upon publication to researchers who provide a methodologically sound proposal for use in achieving the goals of the approved proposal and whose request is submitted and approved by the participating school district’s Committee for External Research Review. Proposals should be submitted to the corresponding author at [email protected] .

FUNDING: This study was funded by the Robert Wood Johnson Foundation (E4A 74086) and National Institutes of Health (1K23DA040733-01A1). The funders played no role in the study nor preparation of the manuscript.

CONFLICT OF INTEREST DISCLOSURES: The authors have indicated they have no conflicts of interest to disclose.

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Outcome of the AVID College Preparatory Program on Adolescent Health: A Randomized Trial

Affiliations.

• 1 Departments of Pediatrics and Children's Development and Innovation Institute.
• 2 Department of Health Systems Science, Kaiser Permanente School of Medicine, Pasadena, California.
• 3 General Internal Medicine and Health Services Research, University of California Los Angeles, Los Angeles, California.
• 4 Public Policy, Luskin School of Public Affairs.
• 5 RAND Corporation, Santa Monica, California.
• 6 Department of Population and Public Health Sciences, University of Southern California, Los Angeles, California.
• 7 Los Angeles Unified School District, Los Angeles, California.
• PMID: 36524331
• PMCID: PMC9830585
• DOI: 10.1542/peds.2022-057183

Background and objectives: Academic tracking is a widespread practice, separating students by prior academic performance. Clustering lower performing students together may unintentionally reinforce risky peer social networks, school disengagement, and risky behaviors. If so, mixing lower performing with high performing youth ("untracking") may be protective, leading to better adolescent health.

Methods: Advancement via Individual Determination (AVID), a nationally-disseminated college preparatory program, supports placing middle-performing students in rigorous college-preparatory classes alongside high-performing peers. We conducted the first randomized, controlled trial of AVID in the United States, randomizing 270 students within 5 large public high schools to receive AVID (AVID group) versus usual school programming (control group). Participants completed surveys at the transition to high school (end of eighth grade/ beginning of ninth grade) and the end of ninth grade. Intent-to-treat analyses tested whether AVID resulted in healthier social networks (primary outcome), health behaviors, and psychosocial wellbeing.

Results: At follow-up, AVID students had lower odds of using any substance (odds ratio [OR] 0.66, 95% confidence interval [CI] 0.48-0.89) and associating with a substance-using peer (OR 0.74, 95% CI 0.45-0.98), and higher odds of associating with a peer engaged in school (OR 1.73, 95% CI 1.11-2.70). Male AVID students had lower stress and higher self-efficacy, grit, and school engagement than control students (P < .05 for all). No adverse health effects among high-performing peers were observed.

Conclusions: AVID positively impacts social networks, health behaviors, and psychosocial outcomes suggesting academic untracking may have substantial beneficial spillover effects on adolescent health.

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Faculty publication roundup, March 2024

The research papers and publications listed below are a sampling of recent contributions by faculty of Arizona State University’s Mary Lou Fulton Teachers College.

Chengan Yuan , assistant professor Teaching Cooperation to Children with Autism during Play Journal of Developmental and Physical Disabilities  January 2024

This study aimed to examine the effectiveness of a multi-component intervention on cooperative behaviors in children with autism spectrum disorder. The participants were asked to construct models together using toy sets. The visual analysis and randomization test showed that the intervention increased cooperative behaviors for all participants, and improvements were maintained after the intervention components were terminated. 

Lindsey Moses , associate professor Literacy-based Play with Young Emergent Bilinguals: Explorations in Vocabulary, Translanguaging, and Identity Work Tesol Quarterly March 2024 

This study provides implications for literacy and play-based instruction for multilingual learners. It is based on findings from a formative study focused on language and literacy development in an international school's K-5 classroom in South America. The teacher's pedagogical goal was to increase the amount of English used by students related to the social context of a restaurant. The intervention involved an integrated literacy and play-based unit to introduce, reinforce and support vocabulary development and opportunities for independent play related to the content and vocabulary. The quantitative findings reveal a significant increase in English usage during independent play. 

Cyndi Giorgis , professor Literature and Literacy for Young Children: Envisioning Possibilities in Early Childhood Education for Ages 0 – 8 . (8 th edition) January, 2024

The 8th edition of this bestselling text provides a framework and instructional strategies for identifying, selecting, and teaching high-quality children’s literature for ages 0–8, with an emphasis on diverse literature. Effective instructional approaches for using literature as a teaching tool are coupled with developmentally appropriate methods for sharing literature with young children. This book is a foundational text for graduate and undergraduate students in early childhood education, early literacy, literacy methods, children’s literature, and literature instruction.

The summaries listed here are reprinted from paper and publisher abstracts. They are a sampling of the many published projects by MLFTC faculty. 

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Republicans Who Do Not Regularly Watch Fox Are Less Likely to Back Trump

Survey data shows more of them believe he acted criminally.

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By Ruth Igielnik

Republicans who get their news from nonconservative mainstream media outlets are less likely to support Donald J. Trump than those who follow conservative outlets. And sizable numbers from the first group say they think Mr. Trump acted criminally, according to a recent New York Times/Siena College poll .

This division could affect his standing among Republicans in the general electorate — a decidedly different group from G.O.P. primary voters. That is in line with research that shows that changing the media habits of Fox News consumers may actually change their views.

One hundred percent of the Republicans in our poll who said they got their news from Fox News or other conservative sources said they intended to support Mr. Trump in the general election. This stands in contrast to Republicans whose main media sources are outlets like CNN and major news organizations: Seventy-nine percent of them plan to vote for Mr. Trump, and 13 percent said they planned to vote for President Biden.

You Are What You Watch?

Trump support among Republicans who primarily consume ....

And across many measures, mainstream media Republicans are less supportive of Mr. Trump. They are 20 percentage points less likely than conservative media Republicans to say they are enthusiastic about Mr. Trump as the party’s nominee and more than 30 percentage points less likely to say Mr. Trump’s policies have helped them personally.

Despite the perception that most Republicans watch Fox News, the share of Republicans who said they got their news from sources like CNN and major newspapers was similar to the share who said they primarily consumed conservative media — roughly 30 percent in each case.

These Republicans differ from consumers of conservative media primarily in terms of their ideology: They were much more likely to describe themselves as politically moderate. Nikki Haley had about 30 percent support among these Republicans and 4 percent among conservative media consumers (the poll was taken before Ms. Haley dropped out of the race).

Researchers have long pondered a kind of chicken-and-egg question with conservatism and conservative media: Does watching more conservative media change your views, or are you more attracted to it because of your views? Two political scientists, David Broockman at Berkeley and Joshua Kalla at Yale, conducted an experiment trying to answer that question.

“We know from our other research that many Fox News viewers are in an echo chamber and are quite conservative,” Mr. Broockman said. “There’s a lot of skepticism that strong partisans could not be persuaded and we wanted to challenge that assumption.”

In their experiment , they randomly assigned Fox News viewers to watch CNN for a month, comparing their political views after they switched to the network with Fox viewers who did not make the switch. The result? Getting conservative news viewers to watch mainstream news caused many of the participants to shift away from hard-right views on a number of issues like immigration and race relations. And they found changes in how participants evaluated Mr. Trump.

“It was amazing to see that the study participants learned new facts about the world from watching CNN,” Mr. Kalla said. “These are people who don’t trust CNN; they think it’s propaganda and fiction.

“The fact that they find that these people, in particular, learn something new about the world suggests that they’re more open to persuasion and hearing the other side than we might assume.”

Participants did not just move toward moderate views on issues like immigration; they also started to question their trust in Fox News itself. At the end of the study, respondents were less likely to agree with the statement: “If Donald Trump did something bad, Fox News would discuss it.”

Experiments like this have little real-world application, but they do reinforce the notion that conservative news viewers see the current political landscape through a different lens.

This extends to how Republicans are thinking about the criminal charges their party’s nominee faces. Republicans who consume nonconservative mainstream media were more likely to say that the charges against Mr. Trump were legitimate, that Mr. Trump knowingly made false claims about the election being stolen, and that he should be found guilty in the election interference trial in Washington, according to a December survey.

And in the recent survey, the gap between the two types of Republicans persists. Republicans who watch mainstream media are over three times as likely to say Mr. Trump acted criminally as those who consume conservative media. And the share of mainstream media Republicans saying this has grown over the last two years, reaching a peak of 43 percent in December. It is now down to 34 percent.

More Mainstream Media Republicans Said Trump Acted Criminally

Among Republicans, percentage who said Donald Trump committed serious federal crimes, among voters who primarily consume ...

“I do think that concealing private documents with perhaps the intent to disseminate them is to an extent treason,” said Briana Dunbar, 20, a political science student at Ohio State who says she is considering supporting Mr. Trump in the fall. “If he is found guilty, I will not vote for him.”

“But I’m not the judge and it’s not up to me,” added Ms. Dunbar, who said she gets most of her news from ABC News or her political science classes. “Once the ruling comes down, I will trust what they say. If he’s not guilty, that’s probably who I would vote for. But November is a ways away.”

While a notable share of these mainstream media Republicans say they do not plan to back Mr. Trump, many could ultimately decide to vote for him in November. In 2016, after the infamous “Access Hollywood” tape, in which Mr. Trump was recorded boasting about groping women, many in the party considered deserting him. Even most of those voters found a way back to their party’s nominee.

Among conservative media Republicans, the share who said Mr. Trump did not commit crimes has remained largely unchanged.

Nateasha Friesen, 56, of Fresno, Calif., is an avid consumer of news from places like Newsmax and The Epoch Times, news outlets that she says are “not the media telling me what to think and instead allowing me to make an educated decision for myself.”

“I triangulate the information that I’m getting, with a focus on figuring out what their sources are and the transparency that they’re providing,” she said.

Ms. Friesen plans to support Mr. Trump in the fall. “My views on this have been very steady: He has not committed any crimes. I’m pretty confident the trials are politically motivated.”

About 10 percent of independents say they watch conservative news, and nearly all of them say they lean toward the Republican Party.

A much smaller group of Republicans surveyed — around 13 percent — primarily got their news from social media. This group supported Mr. Trump at a rate as high as those consuming conservative media, but they were more inclined to agree with mainstream media Republicans that Mr. Trump committed crimes. Still, this group saw the charges as primarily politically motivated.

But these social media Republicans were far younger than other Republicans. They were also less likely to say they planned to vote in November.

The New York Times/Siena College poll of 980 registered voters nationwide was conducted on cellular and landline telephones, using live interviewers, from Feb. 25 to 28, 2024. The margin of sampling error for the presidential ballot choice question is plus or minus 3.5 percentage points among registered voters. Cross-tabs and methodology are available here .

Ruth Igielnik is a polling editor for The Times, where she writes and analyzes surveys. She was previously a senior researcher at the Pew Research Center. More about Ruth Igielnik

Our Coverage of the 2024 Elections

Presidential Race

No Labels, the group that for months has pledged to run a centrist presidential ticket in the event of a rematch between President Biden and former President Donald Trump, is running out of time to recruit a presidential candidate  after a string of rejections.

Biden’s re-election campaign had $71 million on hand at the end of February, more than double the money in Trump’s campaign account, as he continued to expand his fund-raising advantage  over his rival.

Trump indicated that he was likely to back a 15-week federal ban on abortion , with exceptions for rape, incest and life-threatening emergencies.

Other Key Races

Ohio will almost certainly go for Trump this November. Senator Sherrod Brown, the last Democrat holding statewide office, will need to defy the gravity of the presidential contest  to win a fourth term.

March 19 was the biggest primary night since Super Tuesday, and there were few surprises in the results. Here are the key takeaways .

Democrats in Arizona are leaning heavily into their support for abortion access to shore up support for Biden and hang on to a key Senate seat. But a legal dispute means it remains unclear what restrictions  will actually be in effect when Arizonans vote in November.