Great teachers do more than promote the student's academic learning–they teach the whole child. The Center on Great Teachers and Leaders' Social and Emotional Learning School helps teachers, school and district leaders, and state education agencies collaborate in connecting social and emotional learning to effective teaching. ...
This research brief, the sixth from the Back on Track study, describes the course progression of students who failed Algebra I in ninth grade in the large urban school district where the study took place, to help determine the importance of Algebra I failure and recovery for student success in ...
In this blog post, AIR Managing Director Tracy Gray explains how the 2016 National Education Technology Plan (NETP16) shows how far schools and out-of-school programs have come and offers resources and recommendations to encourage educators to reimagine how technology can enhance learning.
Using the Internet is the norm for today’s youth. AIR was commissioned by the Pew Internet & American Life Project to conduct a qualitative study of the attitudes and behaviors of Internet-using public middle and high school students drawn from across the country.
As the COVID-19 pandemic has challenged teachers to shift instruction to distance learning platforms, it also has exposed the need for professional learning opportunities to help teachers adapt to this “new normal.” Lynn Holdheide answered a few questions about how districts and schools can turn this crisis into an opportunity ...
This user-friendly guidebook and toolkit was developed by special education experts to support charter school leaders and special education managers as they build special education programs to serve students with disabilities.
Disparities persist in educational achievement for students of color and low-income students. In this video interview, Darren Woodruff, principal researcher at AIR, explains how schools can create a climate to help reduce the achievement gap and help all students learn.
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.
Successive federal efforts to tackle the entrenched challenges of persistently low-performing schools have fallen far short of their goal. In this blog post, Kerstin Le Floch and Catherine Barbour offer three ways ESEA can build capacity in low-performing schools.