STEM degree production in the U.S. is not keeping pace with the demand for STEM talent. Women, racial and ethnic minorities, and persons with disabilities are underrepresented in the STEM disciplines—the largest untapped STEM talent pools in the United States.
This five-year resource center is a partnership with the National Science Foundation (NSF) to extend the reach of existing NSF investments and build career opportunities related to fundamental STEM education research.
Mathematics is a foundation that is necessary for learning and employment in other technical disciplines, but U.S. student math achievement often falls behind many other industrialized nations. Researchers at AIR’s Methods for Synthesis and Integration Center (MOSAIC) conducted the largest-ever quantitative synthesis of these math interventions’ effects on U.S. preK-12 ...
Dia Jackson supports states, school districts, and educators with multi-tiered systems of support and special education best practices. In this Q&A she talks about how she uses evidence to help teachers understand student needs and why it's important to study education and equity in tandem.
This 2007 report is the result of a request by the National Center for Education Statistics to the NVS panel to undertake a validity study of the current National Assessment of Education Progress (NAEP) mathematics assessment.
Since 2007, the MTSS Center has been a national leader in supporting states, districts, and schools across the country in implementing tiered support systems that address students’ academic, behavioral, social, and emotional needs.
Experts from AIR will be featured prominently at the annual meeting of the American Educational Research Association, being held April 5-9, 2019 in Toronto, Canada. AIR is the platinum sponsor for the event. Built around the theme “Leveraging Education Research in a 'Post-Truth' Era: Multimodal Narratives to Democratize Evidence,” the ...
Since 2010, the Zambian government has been providing 60 kwacha a month ($12 U.S.) to district households with at least one child under the age of five. UNICEF Zambia hired AIR to design and conduct the study of the program’s effectiveness, with funding provided by UNICEF, Irish Aid and Britain’s ...
School districts around the country are increasingly looking to community schools as models to both respond to ongoing youth and family needs made more poignant by the COVID-19 pandemic and as a platform for providing opportunities for positive youth development that accelerate equitable student outcomes in education, health, and employment. ...
A federally-funded two-year study of professional development programs for seventh grade mathematics teachers found there was no statistically significant cumulative impact on teacher knowledge or on student achievement. The study, led by AIR, in partnership with MDRC, was released on May 25, 2011 by the U.S. Department of Education's Institute ...