This report compares the content of two science assessments for grades 4 and 8, and provides information useful for interpreting and comparing results from the two assessments, based on an in-depth look at the content of the respective frameworks and assessment items.
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.
Elementary students outperform their peers in mathematics when taught by teachers using music, drama, and dance, according to a four-year evaluation of a teacher professional development program at the Wolf Trap Foundation for the Performing Arts.
Join the American Institutes for Research (AIR) and The George Washington University Graduate School of Education and Human Development for the first in a series of seminars on what the national attainment agenda means for individuals.
Schools need to place a greater emphasis on social and emotional skills for students to prepare them for work and for life. In this policy snapshot, we summarize existing research about the effects of education on students’ social and emotional skills and identify important state and district policy considerations for ...
The need to serve English language learners (ELLs) has never been more pressing. The Supporting English Language Learners guide, developed by the Center for English Language Learners at AIR, is designed for state and district leaders who play a key role in ensuring that all students—including ELLs—graduate from high school ...
The AIR Center for Addiction Research and Effective Solutions (AIR CARES) announces its Social Determinants of Addiction Webinar Series: The 4Ps—People, Policy, Programs, and Practice.
To assess teacher effectiveness in accordance with state and federal policies—such as the Race to the Top program—many states and districts are using growth and value-added models as one component of a comprehensive teacher evaluation system.
Pre-kindergarten students do not learn in the same ways that older elementary students do. Here are five ways education leaders can incorporate research-based developmentally appropriate practice into public pre-kindergarten expansions.