In this blog post, David Manzeske discusses his research on principal observation and contends that peer evaluators and principals need careful training in advance and a system to check or calibrate their results as they rate teachers through classroom observations.
Mengli Song, a principal researcher at AIR, specializes in research design, advanced quantitative methods, and evaluations of educational programs and policy. Dr. Song has more than 15 years of experience in educational research and evaluation. She currently serves as the principal investigator of an efficacy follow-up study on the impact ...
While over 90% of U.S. states and territories currently use the NRC-aligned or NGSS science standards, many reports highlight the need for implementation tools, resources, and cohesive state and local policies to support equitable science teaching and learning outcomes for all students. AIR’s team consists of content and practitioner experts ...
Early learning has few detractors, but publicly supported prekindergarten has many. In this blog post, Susan Muenchow cites a recent AIR study that refutes the main objections and makes the case for free early childhood programs.
The Department for International Development, UNICEF, and the United Nations High Commissioner for Refugees established the Humanitarian Education Accelerator (HEA), with the aim of understanding how to create the conditions necessary to scale existing pilot programs. In order to begin building the evidence base, the HEA engaged AIR to produce ...
Jill Bowdon is a principal researcher at AIR. Dr. Bowdon has extensive training in statistical methods appropriate for making causal inferences, including experimental design and quasi-experimental methods. Altogether, she has 10 years of experience performing education research. Dr. Bowdon is a lead analyst for the Regional Educational Laboratory (REL) Midwest ...
Classroom observations did not reliably identify individual teachers’ strengths and weaknesses, finds an AIR study examining performance feedback for teachers and principals. The Institute of Education Sciences at the U.S. Department of Education published the report.
The Texas Summer Learning Study is an independent study by AIR, in collaboration with the Texas Education Agency, and with support from The Wallace Foundation. This four-year implementation study will build from research on summer learning programs to understand the use of evidence-based design principles. What are evidence-based design principles? ...
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.