Many students throughout the developing world struggle with reading, and some 250 million children are still unable to read a single word after having been in school for up to four years. In this video, Pooja Reddy Nakamura explains the role that language and multilingualism plays in the global learning ...
This study examined NAEP testing conditions in schools and investigated whether being assessed in less than optimal testing conditions is associated with lower student achievement on the assessments.
The purpose of this study is to estimate the extent to which state assessment scores can be used to improve the adjustments of NAEP data to remove the biases due to absences.
This Issue Brief reports that the amount of reading and mathematics homework that students' teachers expected them to complete on a typical evening generally increased from first grade to fifth grade. Children in schools with higher percentages of minority students had teachers who expected more homework on a typical evening ...
This brief explains how the two school districts in the Fresno-Long Beach Learning Partnership are building a multifaceted approach to monitoring the progress of their students and their systems.
Through AIR's work with the USAID's Quality Reading Project in Tajikistan, local fourth-grade teacher Guljahon Rahmonova received specialized in-service training. Read about her experiences in her own words.
Georgia has long believed that work-based learning is the best vehicle to teach students employability skills. Learn more about Georgia’s approach to work-based learning standards and how its structure plays a part in the success of their program.
Many literacy interventions have emerged to help children around the world learn to read outside of school. Elizabeth Spier, an AIR principal researcher, talks about what evidence exists about how effective complementary outside school reading activities are at actually improving overall literacy outcomes. ...
This series of modules Using CBM in a Response to Intervention Framework, provides information about how student progress monitoring, specifically Curriculum Based Measurement (CBM), can be used to determine a student’s response to an intervention.
This tool is used to assist a State Leadership Team to develop and implement procedures to: scale-up the adoption and use of a targeted evidence-based practice or program and evaluate the extent to which implementation of the practice or program has occurred over time.