AIR contributes to the research base about what works for ELs by conducting rigorous studies focused on teaching and learning. Our experts also evaluate federal, state, and district policies and programming that affect ELs and craft evidence-based recommendations related to these policies and programming. ...
As ESEA turns 50 this month, the time is ripe to rethink whether the “E” in the Elementary and Secondary Education Act is the best place to start. In this blog post, Susan Muenchow discusses the robust research that reveals students are most successful when they get a good jumpstart ...
In this commentary published in the Hill, Dan Goldhaber, AIR vice president and director of CALDER, and John C. White, Louisiana state superintendent of education, discuss the importance of formal mentoring for teachers during their career training.
The Supreme Court recently held that UT Austin’s race-conscious admissions plan is lawful under the Equal Protection Clause. In this blog post, Ben Backes discusses what this does (and does not) mean.
This research brief, the second from the Back on Track study, describes the role of in-class mentors in the online classrooms and examines whether students benefited from additional instructional support from their in-class mentors.