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 Field Guide should be used by schools and districts to assist them in developing well-articulated and widely shared plans for creating middle schools where all students succeed.
AIR's Center for Early Learning Systems offers practical tools, resources, and methodologies to assist with planning, implementing, and evaluating preschool and other school readiness programs.
From 2012-2019, the Center on Great Teachers and Leaders (GTL Center) was a national content center under the federally funded Comprehensive Center Network, providing support to state education agencies and districts in all 50 states.
The Teachers College Reading and Writing Project (TCRWP) is an approach to literacy instruction for students in elementary and middle schools with two primary goals: to improve students’ reading and writing, and to help children become lifelong, confident readers and writers who display agency and independence through work with teachers, ...
ESSA recognizes the important role educators play in improving education outcomes for students of color and students from low-income families—groups that historically have included large numbers of English learners. The Council of Chief State School Officers, Education Northwest, and AIR jointly published a report and tools to promote success for ...
The Defense Advanced Research Projects Agency’s (DARPA) investment in the World Modelers program created the opportunity to develop sophisticated, near real time, integrated modeling infrastructure to help policy makers quickly respond to or prevent humanitarian disasters.
Typical approaches to professional learning are often driven by district or campus priorities, rather than by the individual needs of teachers. Adult learning and motivation theories emphasize the importance of allowing teachers autonomy over their own learning. Moreover, teachers may have the best understanding of what kind of learning would ...
Catherine Barbour is a credentialed School Turnaround Leader with a certificate from Darden/Curry Partnership for Leaders in Education. She successfully turned around three low-performing schools as a principal in urban, suburban, and rural districts.
Charter school stakeholders in South Carolina expressed interest in understanding the leadership characteristics and practices of charter school leaders across the state. Regional Educational Laboratory Southeast helped develop an online survey of characteristics and practices that was administered by the South Carolina Department of Education to leaders of all charter ...