According to existing research, giving mothers paid time off could lead to both improved health outcomes and overall costs savings from reduced employee turnover and re-training costs. AIR's Alex Holod describes the benefits of family leave for both parent and child, why some parents aren’t taking full advantage of available ...
A new AIR impact study calls attention to a new potential lever to reduce teacher burnout—instructional coaching that focuses on teachers’ successes in the classroom. The study
examined the impact of a program called MyTeachingPartner and found that the program increased participants' enthusiasm about teaching and lowered their negative sentiments about ...
Karen Manship is a managing director with AIR focusing on early childhood and K-12 education policy and finance. She currently serves as project manager of the First 5 California Dual Language Learner Pilot Study and of a national study of the Montessori preschool model funded by the Institute for Education ...
Did Congress make the right fixes to the rules governing funding for teaching and learning in ESSA? Kind of, according to AIR expert Jane Coggshall, in this blog post.
Every April marks Second Chance Month, an opportunity to recognize why reentry is important for individuals and communities. Learn how AIR is supporting the field of reentry and ensuring that all individuals have an opportunity at a second chance.
Malnutrition is one of the most serious global health problems. Advancing the knowledge base about the effects of nutrition and early childhood development programs on nutrition outcomes is particularly important in Bangladesh. AIR is evaluating a large-scale nutrition program and a pilot program to combat malnutrition in the country.
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Pre-kindergarten students do not learn in the same ways that older elementary students do. Here are five ways education leaders can incorporate research-based developmentally appropriate practice into public pre-kindergarten expansions.
The National Center for Healthy Safe Children offers resources, training, and technical assistance to support states, tribes, territories, and local communities as they promote overall wellbeing for students and their families.
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.