AIR partnered with Fisk and Vanderbilt Universities to research and disseminate information about the Fisk-Vanderbilt Master’s-to-PhD Bridge Program, an initiative that supports diversity and inclusion in STEM (science, technology, engineering, and mathematics) postsecondary programs.
This report is intended to serve as a consumer guide that helps decision makers sort through claims about which approaches could truly meet the needs of students. It is the most extensive and comprehensive review of elementary school CSR models ever issued.
If place heavily impacts social mobility, could strengthening schools be the key to overcoming the effects of growing up in a poor neighborhood? Peter Cookson, AIR principal researcher, explores this question in a blog post for the Education Policy Center.
The Center for ELLs at AIR works with states, districts, and schools to collect information about current policies and practices for ELLs, evaluate those policies and practices, and formulate plans of action to make improvements in the education of ELLs.
Achieving Common Core-aligned mathematics instruction is not easy. AIR has teamed up with the Center for Education Policy at Harvard University to offer high-quality professional development to help teachers, schools, and districts improve their mathematics instruction.
In this blog post, published as part of the work of the Midwest Comprehensive Center, Chris Times discusses how states can ensure that all students have access to excellent educators.
Researchers from AIR's CALDER, Harvard's Center for Education Policy and Research, and NWEA are partnering with a coalition of districts across the country to help determine which COVID recovery interventions are working (or not working), which students they are helping, and why.
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.