Big data has entered the field of education increasingly over the last decade. The most important factor for this increase is the introduction of online/digital learning and assessment environments. AIR is working with NCES to maximize the potential of this data to deepen our understanding of student behavior and assessment ...
The purpose of this review was to identify key findings from research regarding mathematics and science educational reform that could inform Microsoft’s philanthropic investments as well as the reform agendas of other school districts.
The American Institutes for Research (AIR), as part of its commitment to the Clinton Global Initiative (CGI) to help Haiti's education system, has responded to the devastating January 2010 earthquake by assembling emergency classrooms and providing special training for teachers to help them cope with the lingering effects of the ...
Between 2015 to 2018, AIR evaluated the impacts of 2SCALE on farm income and food security for participating farmers. The impact evaluation studies were carried out in five countries: Kenya, Uganda, Ghana, Benin, and Mali to determine to what extent observed benefits can be attributed to program interventions. ...
A Child Grant cash grant program for households with children under five in three districts in Zambia generated positive impacts, both in terms of immediate needs of the family and children's health, and in longer term productivity.
The World Trade Organization Trade Facilitation Agreement (WTO TFA), ratified in 2017, proposed regulations and harmonization of standards to decrease the non-tariff-based blocks to export and trade in the North Central America Region (NCAR). Through a comprehensive approach to trade in the horticultural sector, the U.S. non-profit organization, Improving Economies ...
Jessica Heppen, a nationally recognized expert in education research, policy, and practice, is the president & CEO of AIR. Dr. Heppen been with AIR for 20 years and, in that time, has held several key roles during her tenure.
Rural educators in the Northeast Region are beginning to implement the Common Core State Standards for Mathematics. For the implementation to be successful, teachers reported needing more time to collaborate and increased access to high-quality curricula and professional development opportunities.
This research brief, the second from the Back on Track study, describes the role of in-class mentors in the online classrooms and examines whether students benefited from additional instructional support from their in-class mentors.
This research brief, the fourth from the Back on Track study, evaluates the content provided in online and face-to-face algebra credit recovery courses and reveals possible differences based on instructor preferences and district guidelines.