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AVID Insights: Diverse Paths to College Predisposition and Search

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  • Holzman, Brian
  • Crawford, Aminah
  • Edosomwan, Kristian

Abstract

AVID is a college access program for students in the “academic middle,” particularly those from socioeconomically and racially marginalized backgrounds. Although research has examined AVID’s association with college enrollment, less is known about its relationship with earlier stages of the college-choice process. Using nationally representative HSLS data, we examine whether AVID participation is associated with students’ expectations of earning a bachelor’s and engagement in key college search activities. We also assess whether these associations vary by race/ethnicity, first-generation status, and family poverty level. AVID participation is positively associated with attending college programs or tours and consulting school counselors. In some cases, these associations are stronger among socioeconomically and racially marginalized students, suggesting AVID may help reduce disparities in access to college information and guidance.

Suggested Citation

  • Holzman, Brian & Crawford, Aminah & Edosomwan, Kristian, 2026. "AVID Insights: Diverse Paths to College Predisposition and Search," SocArXiv mqydb_v1, Center for Open Science.
    • Handle: RePEc:osf:socarx:mqydb_v1
    DOI: 10.31235/osf.io/mqydb_v1
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    References listed on IDEAS

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    1. Laura Walter Perna & Marvin A. Titus, 2005. "The Relationship between Parental Involvement as Social Capital and College Enrollment: An Examination of Racial/Ethnic Group Differences," The Journal of Higher Education, Taylor & Francis Journals, vol. 76(5), pages 485-518, September.
    2. Benjamin Castleman & Joshua Goodman, 2018. "Intensive College Counseling and the Enrollment and Persistence of Low-Income Students," Education Finance and Policy, MIT Press, vol. 13(1), pages 19-41, Winter.
    3. Brian Holzman & Irina Chukhray & Courtney Thrash, 2026. "EMERGEing Educational Opportunities: The Effects of Social Capital on Selective College Outcomes," Education Finance and Policy, MIT Press, vol. 21(1), pages 71-96, Winter.
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