From 2005 through 2007, AIR worked closely with Chicago Public Schools (CPS) to develop a turn-key system for CPS to measure and act upon the social emotional conditions for learning in their schools. The accountability provisions of the CPS’ district reform efforts required the development of school profiles, which contain information about ...
Building on existing external school support literature, this brief offers a set of indicators for assessing the quality of support provided to low-performing schools, with respect to the No Child Left Behind Act.
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.
Changes to federal education law—in particular, the Individuals with Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA)—have created a national conversation about accountability for students with disabilities. The purpose of the study is to provide policy-relevant information about the education of students with disabilities by examining ...
The final report of an ongoing series of reports based on data collected for the Teacher Assignment and Student Work Study for the evaluation of the Bill & Melinda Gates Foundation’s high school grants. We first review findings on redesigned schools from our previous research and summarize key findings from ...
California youth in foster care have lower performance in math and English language arts, experience more frequent changes in where they attend school, drop out of high school in greater numbers, and graduate at significantly lower rates. AIR was a key partner in Education Equals Partnership, a statewide initiative established ...
Dia Jackson supports states, school districts, and educators with multi-tiered systems of support and special education best practices. In this Q&A she talks about how she uses evidence to help teachers understand student needs and why it's important to study education and equity in tandem.
Evaluations of implementation are essential because they help identify problems with program implementation before the program ends, so that changes in programs or interventions can still have an impact. The purpose of this guide is to provide school, district, and state personnel with an overview of the evaluation process. The ...
States have prioritized documenting and improving the quality of early childhood education programs by developing quality rating and improvement systems (QRISs). This report describes the quality improvement efforts of early childhood education programs participating in Iowa’s voluntary quality rating and improvement system, the Iowa Quality Rating System (QRS). The findings ...