The PROMISE Center, Promoting Resilience, Opportunity, and Mobility in Support of Equity, is committed to uncovering the most effective strategies to build a 21st century workforce development ecosystem that helps all people succeed and thrive.
While communities have made progress in the last decade to reconnect youth to opportunities to thrive and build skills through school and employment, the COVID-19 pandemic threatens this progress. Now is the time to address this inequity through a learning agenda for opportunity youth. This brief explores the promise of ...
Many students around the world grow up and go to school in multilingual environments, yet there isn’t enough evidence about how to effectively promote reading acquisition in linguistically diverse contexts. The Facilitating Reading Acquisition in Multilingual Environments (FRAME) study addresses this gap by examining the predictors of biliteracy acquisition in ...
Since 2021, AIR has supported the Illinois Workforce Innovation Board’s (IWIB) efforts to champion equity within the Illinois workforce system and ensure that all customers are on pathways to success. AIR served as the lead facilitator for the IWIB’s Equity Task Force in 2021 and 2022; this work culminated in ...
AIR has been awarded a federal grant to lead the development and sharing of research, information, and best practices about career and technical education. The Extending the Reach of the Career and Technical Education (CTE) Research Network builds on the work AIR led under a previous grant.AIR will serve as ...
Susan Bowles Therriault is an Institute Fellow at AIR focusing on AIR’s K-12 Systemic Improvement Portfolio of work. For over 20 years, she has led and conducted research that focuses on state and federal education efforts to build the capacity of high-needs districts and schools to improve outcomes and increase ...
Early reading is an important indicator of future academic success, but results from the recent national reading assessments show that more than one-third of the nation’s fourth graders do not have sufficient reading skills. By utilizing two nationally representative datasets, this study replicates and expands the early reading growth research ...