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Between the remedial programs for students who lag far behind, and the gifted-and-talented programs for a school's brightest children, lies the silent majority: average students, who do "okay" in ordinary classes but, because they don't attract attention to themselves, are left alone.  Many of these students hunger for more challenging coursework but fear failure.  Their potential lies dormant, waiting to be recognized, encouraged, and supported.

First, AVID identifies these students.  The selection criteria include,

Ability: Are the students getting Cs and Bs but are capable of more? Can they succeed in college preparatory courses with support?

Desire and Determination: Do they want to attend college?  Are they willing to work hard to get there?

Membership in an underserved group: Are they in a low-income household?  Will they be the first in their family to attend college?  Are they historically unlikely to attend college?

The AVID program is tailored to the needs of this diverse group of students, and it works for them because

AVID accelerates underachieving students into more rigorous courses, instead of consigning them to dead-end remedial programs.

AVID offers the intensive support students need to succeed in rigorous courses.

AVID uses Socratic methods and study groups that specifically target the needs of under-achieving students.

AVID is a schoolwide initiative, not a school within a school.

AVID changes the belief system of an entire school by showing that low-income and minority students can achieve at the highest levels and attend colleges.

The role of teacher is redefined from lecturer to advocate and guide. The role of counselor changes from gate-keeper to facilitator.

AVID creates site teams of administrators and educators from different content areas, encouraging communication and sharing among teachers, counselors, and principals.

All AVID strategies are based on research on tracking — the process by which some children are channeled into challenging courses and others are relegated to remedial ones — and peer influences in student achievement.