Researchers, practitioners, policymakers, and funders are increasingly aware of the powerful potential for summertime experiences and the need to design, implement, and continuously improve summertime experiences for all.
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.
AIR conducted a literature review to synthesize the results of studies published since 2008 that examined the degree to which 21st Century Learning Centers have an impact on participating youth.
The National Clearinghouse on Supportive School Discipline supports educational practitioners in their efforts to transform the conditions for learning as well as harsh, exclusionary and disproportionate disciplinary practices in our nation's schools.
Founded to actively mobilize the international community and to promote literacy as an instrument to empower individuals, communities, and societies, International Literacy Day is celebrated around the world. Learn more about the projects, people, research, and in-country technical assistance that are contributing to the effort. ...
Kristina L. Zeiser is a principal researcher at AIR. Her primary research interests include the transition from high school to postsecondary education, academic outcomes among English language learners (ELL), and social disparities in educational outcomes and experiences. Throughout her graduate career at the Pennsylvania State University, Dr. Zeiser received training ...
For decades, charter schools and district-run schools have been placed on opposing sides by advocates and policymakers. With support from the state and other partners, the Lawrence Public School District (LPS) state receiver brought these two seemingly opposing ideas together as a turnaround strategy for the district’s lowest performing schools. ...
The initiatives to enhance adult learning program accountability and assessment systems of the following states are described in this paper: Colorado, Connecticut, Delaware, Florida, Georgia, Iowa, Kentucky, Oregon, Texas, Washington, West Virginia.
How can we better support young people as they develop the knowledge and skills they need to succeed in school, work, and life? That is the question facing in-school educators, afterschool providers, families, policymakers, and the general public. This brief covers the policy context reflecting a growing interest in social ...
Core competencies are the capabilities that are critical for afterschool staff to deliver high quality programs. These competencies are intended to set a foundation for professional development, provide opportunities for career advancement, and inform program quality and continuous improvement.