Now that states have started submitting their Every Student Succeeds Act (ESSA) plans, the hard work of implementation will soon be underway. AIR experts provide evidence-based policy perspectives on ESSA and states’ strategies outlined in their proposed plans.
When teachers learn, students learn. For decades, AIR has conducted studies of teacher professional learning and helped practitioners use evidence to develop, implement, test, and scale professional learning programs.
Effective education technology is more than just dropping off the right equipment. In this blog post, Tracy Gray talks about the importance of leadership, infrastructure, and training in using technology in the classroom to transform student learning.
Better schools help make better communities and improve students’ chances of success. But what does research tell us about what works in school improvement? Explore what our researchers are learning about turning around struggling schools.
This brief presents a review of research and current state practices as they relate to measures that Iowa might consider for its federal accountability indicator of school quality or student success—specifically, for inclusion within a composite index of postsecondary readiness.
U.S. Department of Education data from May 2014 show stagnating scores in math and reading among high school seniors; yet younger students are showing progress. In this blog post, Mark Schneider uses NAEP data to further explore this disparity.
Every year, City Year recruits a diverse group of Student Success Coaches, ages 18-25, to deliver its holistic Whole School Whole Child (WSWC) model. Juliette Berg and David Osher discuss AIR's five-year evaluation of the model's challenges and opportunities.
Parents, teachers, schools, districts, states, and especially students all want schools that prepare graduates to thrive in the 21st century. In this blog post, Anne Mishkind asks what it means to be "college and career ready."
Reducing chronic absence goes hand in hand with cultivating positive conditions for learning. This brief discusses how education leaders, community partners and policymakers can use chronic absence data to address inequities and improve student outcomes.