[Congressional Record (Bound Edition), Volume 152 (2006), Part 11]
[Extensions of Remarks]
[Pages 14419-14420]
[From the U.S. Government Publishing Office, www.gpo.gov]




        ANNIVERSARY OF ADVANCEMENT VIA INDIVIDUAL DETERMINATION

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                          HON. DANNY K. DAVIS

                              of illinois

                    in the house of representatives

                        Thursday, July 13, 2006

  Mr. DAVIS of Illinois. Mr. Speaker, it is my pleasure to rise in 
celebration of the trailblazing work done by Advancement Via Individual 
Determination. Twenty-five years ago, Mary Catherine Swanson founded an 
organization rooted in the belief that, if the desire to go to college 
is met with a willingness to work hard, then those students who are 
capable of completing a rigorous curriculum but are falling short of 
their potential can realize their desire if schools provide them with 
the necessary tools.
  AVID expands opportunities to those students who have traditionally 
been neglected by the system. AVID is changing the belief system of 
entire communities by showing that low-income and minority students can 
achieve at the highest levels and succeed in college. In 2004-2005, 
49.4 percent of AVID students were Hispanic and 17 percent were black. 
The success of these students is critical to closing the achievement 
gap.
  In Chicago is a legendary educator named Marva Collins. She argues, 
``When we cease destroying [students'] self-esteem by making them doubt 
their abilities and leading them to believe that their worth is 
unimportant and valueless, we shall see the poor student become a good 
student, and the good student become a superior student. Creating doubt 
in the mind erases self-esteem and self-value.''
  We have put hurdle after hurdle in front of our students, but we have 
forgotten to teach them how to jump. We expect them to demonstrate what 
they have learned in school, but we have not taught them to read. We 
expect them to go to college and get a job, but we have not given them 
the learning skills they need to graduate from high school, much less 
college. In the absence of a college-going tradition in their families 
and communities, how can we be surprised that students are not meeting 
our unrealistic expectations? Teaching organizational and study skills, 
working on critical thinking, providing tutors, and creating enrichment 
and motivational activities, AVID has challenged all of us to examine 
the lessons we are teaching our children.
  AVID has reminded all of us to stop blaming the victims of an 
education system in crisis, and it has realized tremendous success 
rates. In 2004-2005, 75.1 percent of AVID graduates were accepted to 4-
year colleges. 99.1 percent of AVID students graduated from high 
school, compared to 70 percent nationally. While 36 percent of students 
completed the 4-year college entrance requirement nationally, a 
staggering 86.7 percent of AVID students did so.
  Ms. Collins reminds us: ``Our children and parents surrender 
themselves to those who are identified as protectors, but who actually 
destroy them. Children come to school to get what they lack, and they 
are told, instead, all the things they cannot do. We, the educators, 
[--and indeed I believe the politicians--] should be the hope of our 
children. We should be their insurance against the dark side of failure 
and mediocrity, and, far too many times, we cancel that insurance by 
labeling them `At Risk students.' They come to be complete and far too 
many schools split them in halves.''

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  I commend and thank all of the men and women that have contributed to 
AVID's success over the past 25 years--empowering students to make 
responsible decisions and contribute positively to society.

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