Credentials certify performance based on a set of defined skills and knowledge and allow established or emerging staff to be recognized for their competence and commitment to professional growth. To date, though research suggests that well-trained staff, such as those with credentials, are more likely to deliver high quality programs, ...
Starting in January, the GED got a lot harder; while the overhaul makes sense, doing well now requires a new level of help that too few studying for it can get. In this blog post, Terry Salinger points to the need for adult charter schools and wraparound services to address ...
The Program for International Student Assessment, an international assessment of math, is now including a financial literacy component. As Mark Schneider explains in this blog post, the first series of results are not good: In the United States, 18 percent of 15-year-old students scored below the baseline of proficiency. ...
While the road to achieve equity in education has always been challenging, the COVID-19 global pandemic has further complicated these efforts. Through AIR’s work with eight states as part of the U.S. Department of Education’s comprehensive center program, we are learning more about which strategies are showing promise. Here are ...
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.
In the latest episode of AIR Informs, Irma Perez-Johnson explains why the U.S. Department of Labor’s unemployment statistics may not capture the full impact of the COVID-19 pandemic on the workforce; why an accurate count matters; and what the road to economic recovery may look like.
How can we better support young people as they learn the skills they need to succeed in school, work, and life? These resources focus on social and emotional development outside the classroom.
The simple act of not attending school consistently increases the likelihood that children will be unable to read well by grade 3, fail classes in middle school, and drop out of high school. Standing in the way of truly addressing chronic absence are three harmful myths.
The Minnesota Department of Education is developing several learning goals in the new Social and Emotional Learning Framework. The framework outlines five competencies for social and emotional learning: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. ...
Safe and supportive school communities foster students’ social, emotional, and academic needs. Educators want actionable strategies and practices to ensure that all students can access equitable learning environments. Creating Safe, Equitable, Engaging Schools helps school leaders make sense of the various evidence-based resources and frameworks designed to support the whole ...