The National Center on Intensive Intervention's mission is to build district and school capacity to support implementation of intensive intervention, or data-based individualization, in reading, mathematics, and behavior for students with severe and persistent learning and/or behavioral needs.
As more students return to in-person learning, education leaders are working not only to rebuild school communities and help students transition but also to address gaps in learning resulting from COVID-19 disruptions.
Incarcerated and formerly incarcerated youth and young adults face unique challenges to furthering their education, acquiring skills for in-demand occupations and industries, and obtaining living-wage employment. With justice-involved individuals facing complex and persistent barriers, the PROMISE Center seeks to identify approaches with the potential to help large numbers of justice-involved ...
AIR has been awarded a five-year, federal contract, consisting of a base year and four option years, to provide continued support for the evaluation, review, and maintenance of qualified health plans (QHP) offered on the Marketplace exchange through the Affordable Care Act (ACA).
This spotlight takes a look at the history of Title I, how the program has changed over time, and how it affects children, schools, families and education policy. Experts weigh in on the program's past and future in interviews, briefs, and blogs.
Taylor Melanson is a researcher in the Evaluation, Methods, and Analytics program area within the Health Division at AIR. He is a health economist with training and experience in quantitative research, econometric analysis, program evaluation, and causal inference using experimental and quasi-experimental research methods. His areas of expertise include chronic ...
The American Institutes for Research issued the first round of new achievement reports in the Columbus School District as part of a pilot program for the Ohio Department of Education. These test score reports help parents and educators identify whether each child is learning what they need to know in ...
Eighth-grade students who are "algebra ready" and take an online Algebra I course because their schools do not offer the class, outperform their peers in algebra knowledge and are twice as likely to take advanced mathematics classes in high school. The findings are in a rigorous new federally funded study ...
With Robert Wood Johnson Foundation funding, AIR is working with the Maryland Health Services Cost Review Commission to evaluate the effects of the State of Maryland's modified payment structure for acute inpatient stays at non-federal hospitals.
ESSA recognizes the important role educators play in improving education outcomes for students of color and students from low-income families—groups that historically have included large numbers of English learners. The Council of Chief State School Officers, Education Northwest, and AIR jointly published a report and tools to promote success for ...