摘要：The current research investigated the impact of Advancement via Individual Determination (AVID) on middle level students’ executive function skills. AVID uses inquiry-based and student-centered instruction to close the opportunity gap in college attendance and degree attainment for underrepresented demographic groups. With AVID, teachers inspire students to take control of their learning. This study analyzed AVID elective class students (the intervention group) and a comparison group utilizing the Behavior Rating Inventory of Executive Function (BRIEF2) Teacher Form. Each group’s science teacher completed a pre-and post-survey to measure the participants’ individual BRIEF2 Behavior Regulation Index (BRI) and Cognitive Regulation Index (CRI). A multiple regression analysis was used to measure the change in the BRI and CRI from fall to spring. The findings indicate the AVID participants’ BRI and CRI indexes were significantly different from the comparison group following the implementation of the intervention.
