As long as accountability systems have been in place, AIR has conducted research and evaluation on the design and implementation of these policies. Our work spans accountability activities from developing performance indicators to providing supports to districts and schools.
Slides from a presentation on September 28, 2005 to the Advisory Board for the Long Term Outcomes for Children Receiving Preschool Intervention for Behavioral and Developmental Concerns Project in Cleveland, OH.
A recent ACT report offers new perspectives on the achievement gap between White and Asian students and their African-American, Hispanic, and Native American peers. In this blog post, Courtney Tanenbaum discusses how to address the fact that the academic achievement gap that exists in general for ethnically diverse students is ...
Researchers, practitioners, policymakers, and funders are increasingly aware of the powerful potential for summertime experiences and the need to design, implement, and continuously improve summertime experiences for all.
Adults with “some college, no degree” may be more educated than that designation implies. In this blog post, Matthew Soldner explains that many who place themselves in that category actually have a certification or certificate that increases their earnings.
STEM degree production in the U.S. is not keeping pace with the demand for STEM talent. Women, racial and ethnic minorities, and persons with disabilities are underrepresented in the STEM disciplines—the largest untapped STEM talent pools in the United States.
Revised school leadership standards that outline the most important work and responsibilities of learning-focused leaders in today’s schools are being released, but Cortney Rowland argues those revised standards won’t have impact until they are aligned with state and local policies and practices that help develop the skills and knowledge principals ...
Contributing and working alongside Native Nations, AIR has a deep commitment to engaging communities, fostering shared vision and values, building capacity, and developing strategic alliances to achieve sustainable systems change in Indian Country.
Between a quarter and a half of those who complete a teacher preparation program don’t end up teaching after graduation. In our latest blog post, AIR’s Jenny DeMonte encourages policymakers to start tracking this data to help address teacher shortages and improve the teacher pipeline.
In this blog post, Angela Minnici and Jenny Fipaza discuss how corporate findings about performance evaluation could work in the education world by creating an approach to performance management that gives school and district leaders the continuous feedback, talent management, and information they need to capitalize on their teachers’ strengths. ...