Over the last decade, educators have become increasingly interested in continuous improvement (CI) as a strategy for reform. For this literature review, AIR set out to locate empirical studies that described the process of implementing CI, as well as studies that analyzed the conditions that foster or limit its use. ...
Evidence plays a critical role in designing and implementing approaches that accelerate learning and provide all students with equal access to a quality education. This blog post describes some of what AIR has learned about the approaches in the federal agenda.
Sami Kitmitto is an economist and quantitative analyst specializing in quasi-experimental and experimental methods for research and evaluation in the areas of education and the workforce. He is currently deputy project director on the NAEP Validity Studies project for the U.S. Department of Education (ED), a principal investigator on an ...
Researchers from AIR's CALDER, Harvard's Center for Education Policy and Research, and NWEA are partnering with a coalition of districts across the country to help determine which COVID recovery interventions are working (or not working), which students they are helping, and why.
Ellie Klein is a program director with the AIR Equity Initiative. In this role, Ellie leads our Evidence and Demonstration Hub and related Educational Equity grant competitions in order to expand the creation and use of evidence on school integration. Klein has spent the last decade working to advance racial and ...
AIR Principal Researcher Courtney Tanenbaum describes the unique opportunities and challenges associated with The Title III Native American and Alaska Native Children in School (NAM) Program, which she and her colleagues evaluated.
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.
The authors of this paper provide a summary overview of what is already known and what is needed to learn about item types for future NAEP assessments.
The reading and mathematics measures of the National Assessment of Educational Progress (NAEP) have been, and continue to be, reported on scales that appear to have the properties of “cross-grade” scales. The conclusion of this essay will be that evidence can and should be assembled to support, and make more ...
This report resulted from the systematic analysis undertaken by the NAEP Validity Studies Panel in 2001 to consider the domain of validity threats to NAEP and to identify the most urgent validity research priorities as that time.