The Texas Comprehensive Center (TXCC) was one of 15 regional comprehensive centers funded by the U.S. Department of Education for the October 2012–September 2019 grant cycle. TXCC works closely with the Texas Education Agency, supporting their efforts to implement, scale up, and sustain initiatives statewide as well as lead and ...
The Ohio Department of Education recently developed two pilot initiatives: the Ohio Performance Assessment Pilot Project (OPAPP) and the Formative Assessment Middle School (FAMS) Pilot Project. Through OPAPP’s professional development, teachers learned how to transfer learning tasks and assessment tasks into their classroom instruction. Similarly, FAMS was designed to train ...
The initiatives to enhance adult learning program accountability and assessment systems of the following states are described in this paper: Colorado, Connecticut, Delaware, Florida, Georgia, Iowa, Kentucky, Oregon, Texas, Washington, West Virginia.
AIR has helped develop the National Reporting System for Adult Education (NRS). In the fourth phase of support, AIR is continuing to improve data quality, use, and monitoring, as well helping implement any changes to the NRS due to Federal legislation.
Following a school shooting in 2007, the City of Cleveland and its school district commissioned AIR to conduct a needs assessment and make recommendations for school improvement. In 2013, a follow-up assessment led by AIR and funded by the Cleveland Foundation was commissioned by the school district to guide continuous ...
The Southeast Comprehensive Center (SECC) was one of 15 regional comprehensive centers funded by the U.S. Department of Education for the October 2012–September 2019 grant cycle of the Comprehensive Centers Program. SECC provided training and technical assistance to state education agencies in Alabama, Georgia, Mississippi, North Carolina, and South Carolina, ...
The Quality Reading Project works to improve reading skills among primary-grade students in Tajikistan and the Kyrgyz Republic through four main activities: (1) in-service teacher training; (2) increased availability of reading materials; (3) community support; and (4) government support. This report describes a study that reviewed Tajikistan’s teaching and learning ...
AIR and International Action are partnering in an effort to ensure chlorine-treated safe water for drinking and hand-washing at emergency transitional schools in Haiti that AIR has assembled under funding from the U.S. Agency for International Development (USAID) following the earthquake of January 2010. ...
Teachers are a critical resource for children in refugee and emergency settings. Teacher quality is recognized as a primary driver of variation in student learning outcomes, particularly in refugee and emergency settings, but few studies have examined the factors that motivate or demotivate teachers in these contexts. AIR was contracted ...