To understand how teachers are promoting whole-child development, AIR analyzed survey data from a nationally representative sample of K-12 public school teachers using RAND’s American Teacher Panel. The three brief reports in this series present results for three topics, and an appendix provides the full set of survey questions. ...
A rigorous, multi-year study of the Early College High School Initiative, led by AIR, has received the highest possible rating issued for a What Works Clearinghouse quick review.
In a longitudinal, quasi-experimental study that spanned more than a decade, AIR found that attending a high school with an explicit focus on deeper learning resulted in positive short-term outcomes, but few longer-term outcomes. In this Q&A, AIR Principal Researcher Kristina Zeiser and Senior Researcher Catherine Bitter share insights about ...
The District and School Improvement Center at AIR is proud to share stories of our work with district and school administrators and teacher leaders across the country. In each issue, we share how our partnership supports practices for continuous improvement as well as the latest from AIR education research. ...
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.
A study by the American Institutes for Research and Noel-Levitz has found that targeting supplemental financial aid to students receiving Pell grants in Louisiana improved retention rates by more than 14 percent.
AIR is available to assist states in their efforts to improve education for all their students under the American Recovery and Reinvestment Act of 2009, and is committed to applying our expertise in educational programs to helping all students succeed.
As the U.S. Department of Education invites school districts to apply for nearly $120 million in new Race to the Top-District (RTT-D) grants, AIR has released an issue paper that examines the approaches taken by 16 districts awarded early grants and identifies their common ideas for developing personalized learning environments. ...
A new report on racial and ethnic group education trends from NCES, and co-authored by AIR experts, has found that in 2008, U.S. females earned more college degrees than males within each racial/ethnic group, and Black females received more than twice as many degrees as Black males.
Principals influence student learning by leading efforts to improve school climate; recruiting, retaining, and supporting effective teachers; and driving organizational change. Too often, however, states and districts focus on teachers rather than principals when planning for professional supports. This brief offers an easy to digest overview of current school leadership ...