Like all organizations and institutions, AIR is responding to the global coronavirus pandemic. In these most unusual circumstances, we remain committed to improving people’s lives through research, evaluation, and technical assistance and serving the needs of our communities, our clients, and our partners. Read a message from our CEO, David ...
The coronavirus pandemic has affected how we live, work, and thrive—and reminded us of the vast inequities that persist in our culture. Research and evidence can be a path forward through these uncertain times and help us improve the lives of individuals, communities, and society. Here are some highlights of ...
The COVID-19 pandemic has underscored the importance of collecting and using data with intentionality—especially when it comes to the well-being of young people. The Every Hour Counts Measurement Framework can help out-of-school time system leaders leverage data to improve the lives of young people. ...
More than 45 million Americans live in rural areas. Rural residents often encounter barriers to healthcare, including provider shortages or traveling long distances. AIR leverages expertise in data analysis, technical assistance, human-centered design and stakeholder engagement to understand and help solve the healthcare challenges facing rural communities. ...
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.
In this blog post, published as part of the work of the Midwest Comprehensive Center, Cora Goldston discusses how the Center has elevated the expertise of American Indian community members and state education agencies to support more equitable opportunities for American Indian students.
If place heavily impacts social mobility, could strengthening schools be the key to overcoming the effects of growing up in a poor neighborhood? Peter Cookson, AIR principal researcher, explores this question in a blog post for the Education Policy Center.
On the traditional school path, Step 1 is graduating from high school, Step 2 is going to college, and Step 3 is earning a credential or degree; but overall, only about 59 percent of high school graduates who make it to Step 2 finish Step 3, earning a degree or ...
This spotlight takes a look at the history of Title I, how the program has changed over time, and how it affects children, schools, families and education policy. Experts weigh in on the program's past and future in interviews, briefs, and blogs.
Informing practice with the best research and making research more relevant to practice are easier said than done. Making a tangible difference in people’s lives is harder still. In this series of short commentaries, AIR experts reflect on ways to meet the challenge.