Both the House and Senate revisions of the Elementary and Secondary School Act are moving toward giving states far more responsibility for setting student achievement standards than did the last ESEA reauthorization—the 2001 No Child Left Behind. As Congress wrestles with a final version of the bill, it would do ...
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 ...
An early warning system allows educators to assign and provide appropriate interventions to at-risk students early on, during the 9th grade year, to prevent dropout before it happens. This video from REL Midwest summarizes research on early warning systems and dropout prevention.
Susan Therriault is an education researcher whose work straddles equity, K-12 school improvement, and policy. In this Q&A, she describes her career and her work with the COVID-19 Equity in Education project.
AIR Institute Fellow Robert “Bob” Kim served as deputy assistant secretary in the Office for Civil Rights of the U.S. Department of Education during the Obama administration. Terris Ross is a managing director for the AIR Equity Initiative who conducted and led numerous PreK-12 research and evaluation projects at the ...
The COVID-19 pandemic has presented American families with extraordinary challenges. Alarming rates of anxiety and depression symptoms are among the most troubling. In this Q&A, Frank Rider and Kelly Wells discuss the implications for families, schools, and communities.
Colleges and universities are relying heavily on contingent faculty to increase flexibility and reduce costs. These resources explore this trend to determine where contingent faculty are most often hired and savings actually result in lower overall costs.
In this podcast, AIR managing director and youth development expert Dr. Deborah Moroney, based in Chicago, shares what parents should know about out-of-school time programs and resources to support students while they’re not in school.
AIR recently analyzed 45 teacher evaluation rubrics to see if they aligned with the messages teachers are receiving about improving instruction to support students in achieving higher and deeper standards. Spoiler-alert: as many teachers likely already know—they don’t align and they are often too generic to provide useful guidance for ...