AIR conducted this research review on college and career readiness indicators for partners at the Boston Opportunity Agenda. The indicators are based on students’ experiences during their years in high school.
Case studies of work in Massachusetts and the U.S. Virgin Islands show how AIR provides educators with the research to understand how data can be used appropriately to predict student failure and success.
This brief presents a review of research and current state practices as they relate to measures that Iowa might consider for its federal accountability indicator of school quality or student success—specifically, for inclusion within a composite index of postsecondary readiness.
Megan J. Austin, a researcher at AIR, is the recipient of the 2019 Dissertation Award from Division L of the American Educational Research Association (AERA).Her dissertation, High School Curricular Intensity: Inequalities in Access and Returns Over Three Cohorts, includes three papers that develop a new measure of the quantity and ...
Dena D. Slanda is a senior TA consultant in the Education and Instruction division at AIR. Dr. Slanda provides technical assistance and professional development to states and school districts with an emphasis on improving results for students with high-intensity needs. She does this by strengthening educator and administrator professional learning ...
AIR supports the Postsecondary, Adult, and Career Education Division (PACE) program in measuring participation in education and training for work, and in quantifying the outcomes of postsecondary education and student indebtedness.
Parents, teachers, schools, districts, states, and especially students all want schools that prepare graduates to thrive in the 21st century. In this blog post, Anne Mishkind asks what it means to be "college and career ready."
AIR and the Society for Human Resource Management (SHRM) have created a new examination for assessing the human resource (HR) knowledge of graduating college students seeking HR careers.
Dia Jackson supports states, school districts, and educators with multi-tiered systems of support and special education best practices. In this Q&A she talks about how she uses evidence to help teachers understand student needs and why it's important to study education and equity in tandem.
The COVID-19 pandemic has presented American families with extraordinary challenges. Alarming rates of anxiety and depression symptoms are among the most troubling. In this Q&A, Frank Rider and Kelly Wells discuss the implications for families, schools, and communities.