The Advancement Via Individual Determination (AVID) program was developed to increase the number of secondary students who participate in rigorous academic courses, to accelerate student learning, and to improve student performance. The AVID program in the Houston Independent School District (HISD) targets students who (1) are in the academic middle and earn grades of B, C, and D; (2) desire to go to college; (3) are willing to work hard; (4) are capable of completing rigorous curricula; and (5) are not reaching their full academic potential. During the 2012-2013 school year, Houston Independent School District (HISD) teachers who elected to participate in the AVID program received training on the AVID curriculum to ensure that it was applied appropriately. Students who participated in the AVID program received tutoring twice weekly from volunteer AVID tutors who provided content-specific support and guidance with reading, study skills, note taking, organizational skills, writing, inquiry, collaboration, and critical thinking to enhance learning, including mathematical reasoning. Key findings are the following: (1) Overall, 1,641 students were enrolled in the 2012-2013 AVID program, a 55.4 percent increase from 2011-2012. The student enrollment increase at the high school level was 85.2 percent and 34.2 percent at the middle school level; (2) Results of the performance of students in AVID in comparison to the performance of students not enrolled in AVID on the standardized and dual credit tests presented in this report are varied. Overall, the findings suggest the AVID program is effective in preparing students for success in dual credit courses and on the Stanford 10 assessment in reading and math, STAAR EOC exams, and the Exit Level TAKS. This indicates the strategies and skills learned in the AVID program transferred well to the aforementioned courses and tests. This bodes well for HISD's AVID program given that student mastery on the Exit Level TAKS and earning college credit while still in high school were among the academic performance factors found be predictive of college success (Huerta, Watt, & Reyes, 2013); and (3) The generally lower performances of AVID students when compared to the performances of non-AVID students in pre-AP and AP courses and on the STAAR (including Level III advanced performance in general) and AP exams highlight crucial areas for program improvements.