More than 400 senior U.S. Department of Education leaders gathered in early May to discuss the importance of postsecondary education. Leveraging evidence scans conducted by AIR's Center for Applied Research in Postsecondary Education (CARPE), we offer four ways to invest more strongly in scaling and institutionalizing evidence-based strategies to improve ...
Since 2007, the MTSS Center has been a national leader in supporting states, districts, and schools across the country in implementing tiered support systems that address students’ academic, behavioral, social, and emotional needs.
Successful implementation of alternative compensation is contingent upon having accurate data. Recognizing these critical activities, this report draws upon literature regarding the challenges associated with developing data systems and guides local education agencies through key questions associated with data capacity, information technology, and payroll practices. ...
Attaining Core Content for English Language Learners (ACCELL) supports teachers in implementing routines and scaffolds that serve the dual purpose of helping ELLs meet English language proficiency standards and content standards.
A rigorous, multi-year study of the Early College High School Initiative, led by AIR, has received the highest possible rating issued for a What Works Clearinghouse quick review.
How has the U.S. education system changed over time? What are the characteristics of students and teachers? How does the U.S. education system compare with others around the world? The annual Condition of Education provides data and information on these questions and much more.
AIR and MDRC, along with three small-business subcontractors, designed a randomized field trial to examine the impact of professional development (PD) on reading instruction and student achievement. The study combined scientific rigor with an understanding of how schools operate and what schools were doing in an attempt to improve reading ...
Teacher and principal evaluation systems now emerging in response to federal, state, and/or local policy initiatives typically require that a component of teacher evaluation be based on multiple performance metrics, which must be combined to produce summative ratings of teacher effectiveness. This paper investigates whether the bias and error introduced ...