Impact of Family Advocates

1. Impact of Family Advocates Student Researchers Listed Here Alphabetically

2. Research Objectives: • To see if there is a change in AVID parents’ comprehension and involvement by comparing the results of a survey given to AVID parents after the installment of Family Advocates in Fall 2008, with the results of a survey given to AVID parents after the interaction with Family Advocates in Spring 2009. • To see if there is a difference in AVID parents’ comprehension and involvement by comparing the data collected from AVID parents with Family Advocates with AVID parents without Family Advocates.

3. Research Questions Are the family advocates increasing parents’ comprehension and involvement with the AVID Program? • Is there a change in AVID parents’ comprehension of and involvement with MOJH, AVID and their child’s educational goals? • Are the Family Advocates at MOJH having a positive impact on parents’ comprehension of and involvement with MOJH, AVID, and their child’s educational goals compared to schools without Family Advocates?

4. Background Information – several slides • Literature review • What do we know from previous research about what you are studying? • Defining Concepts • What concepts are relevant in this study and how are you defining these concepts in this study in particular? • Hypothesis – from theory or previous research

5. What is the AVID program? • Fourth through twelfth-grade system that prepares students for four-year college eligibility • Students are mostly low-income and capable students, but are falling short of their potential • Core component is the AVID class, which supports students as they tackle the most rigorous classes

6. What are Family Advocates? • Mentors in the AVID Class • Assist with Tutorials • Assist with other activities within the class • Help to bridge communication between • Parents and the school • Parents and the AVID Teacher • Encourage post secondary educational goals in students of the AVID Class.

7. Hypothesis • What you were expecting to find and why based on previous research and/or theory

8. Methods – Subjects in Sample • 33 parents responded in Fall 2008 • Only 19 of those same parents responded in Spring 2009 • Also include demographic characteristics of your subjects here

9. Data Collection Methods • Survey Administration • Survey in English and Spanish versions • Students from 3 different Ogden Jr. Highs take home survey to parents  • Parent Night • Administered and collect additional surveys from parent night at MOJH • Incentive • Party given for kids with 75% return of surveys

10. Measurement • Parents Comprehension of AVID, MOJH and student’s educational goals • Likert Scale • Provide example of the questions asked • Parents Involvement with AVID, MOJH and student’s educational goals • Likert Scale • Provide example of the questions asked • This slide could also have your measurement table on it

11. Results • Organize your results in the same order as your specific research questions. Meaning, there should be a sub-heading for each research question in your results section, under which you will present your findings related to that specific research question. • Tabling and graphing findings are appealing

12. Results: Spring to Fall Comparison

13. Results: Comprehension from FAAP to FAAP Free * .05 level of significance ** .01 level of significance

14. Results: Comprehension FAAP to FAAP Free

15. Results: Involvement between FAAP to FAAP Free * .05 level of significance ** .01 level of significance

16. Results: Involvement FAAP to FAAP Free

17. Conclusions • What are the main conclusions you draw from this study? • Go back to your overall research objective. What can you say about it? What is the “take-away” from your study?

18. Recommendations • Based on your findings and overall conclusions, what recommendations might you have for the program? • Remember, your research is meant to be utilized by the program to inform/improve what it is doing.