A growing number of school districts are using early warning systems in their strategy for improving rates of student on-time graduation. The study used student-level data and a five-step process to identify the most accurate indicators of students’ failure to graduate from high school on time.
The simple act of not attending school consistently increases the likelihood that children will be unable to read well by grade 3, fail classes in middle school, and drop out of high school. Standing in the way of truly addressing chronic absence are three harmful myths.
Contributing and working alongside Native Nations, AIR has a deep commitment to engaging communities, fostering shared vision and values, building capacity, and developing strategic alliances to achieve sustainable systems change in Indian Country.
Every year, City Year recruits a diverse group of Student Success Coaches, ages 18-25, to deliver its holistic Whole School Whole Child (WSWC) model. Juliette Berg and David Osher discuss AIR's five-year evaluation of the model's challenges and opportunities.
The Wisconsin Department of Public Instruction contracted with AIR to provide a comprehensive evaluation of its Culturally Responsive Education for All: Training and Enhancement (CREATE) initiative during its first three years of implementation. AIR employed a qualitative case study design to assess program implementation and to determine the effect participation in ...
Building on existing external school support literature, this brief offers a set of indicators for assessing the quality of support provided to low-performing schools, with respect to the No Child Left Behind Act.
Singaporean students ranked first in the world in mathematics on the Trends in International Mathematics and Science Study (TIMSS)-2003; U.S. students ranked 16th out of 46 participating nations at grade 8. This exploratory study compares key features of the Singapore and U.S. mathematics systems in the primary grades, when students ...
The Communities for Just Schools Fund's Allison R. Brown speaks with David Osher, vice president and Institute Fellow at AIR, about social-emotional learning and its impact on students and teachers alike over the years.
Scientific and technological innovation arises from new approaches and diversity of ideas. Too few women and individuals of color pursue and complete STEM degrees, leaving an untapped talent pool. AIR hosted a discussion on October 8, 2014, to explore the hurdles underrepresented groups face when pursuing an academic STEM ...
In this blog post, David Osher, AIR vice president and international expert on school climate, social emotional learning, and student support, shares an interesting perspective about making a difference through school climate.