AIR and the Center for Juvenile Justice Reform (CJJR) at Georgetown University are partnering to offer the first School-Justice Partnerships Certificate Program: Fostering Success for Youth at Risk. AIR experts will serve as faculty along with CJJR instructors. The program will prepare school and district staff, law enforcement, juvenile justice ...
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.
This report, authored by Helen Duffy of the National High School Center, provides an in-depth look at the implementation and structural issues, as well as the needed support required to successfully institute Response to Intervention (RTI) at the secondary school level.
Experts from AIR will lead and participate in several presentations at the Council for Exceptional Children’s 2020 Special Education Convention and Expo, which will be held Feb. 5-8 at the Oregon Convention Center in Portland, Oregon. The annual convention is one of the nation’s largest gatherings of special education researchers, ...
Wehmah Jones is a principal researcher at AIR with over 18 years of experience designing, implementing and managing research projects that focus on improving the developmental, educational and health outcomes of youth and adult populations.
The COVID-19 pandemic has presented American families with extraordinary challenges. Alarming rates of anxiety and depression symptoms are among the most troubling. In this Q&A, Frank Rider and Kelly Wells discuss the implications for families, schools, and communities.
AIR has been a leader in the evolution of patient and family engagement as a key quality improvement strategy. In this Q&A, Thomas Workman, principal researcher at AIR, shares his insights about the current state of health care safety and patient and family engagement—and where we’re headed.
Significant disproportionality (SD) is the overrepresentation of students of any racial or ethnic group identified for special education, placed in more restrictive settings, or disciplined at higher rates than their peers in other racial and ethnic groups. AIR's SD team helps to identify strategies and action steps that can reduce ...
The Illinois State Board of Education has adopted a multicomponent approach to address learning and recovery from the effects of the COVID-19 pandemic, prioritizing social-emotional learning by establishing Learning Renewal—Social and Emotional Learning programs across the state. ISBE and AIR are partnering to examine the implementation, outcomes, and costs of ...
AIR developed a systematic, transparent, evidence-based protocol to review and translate the extant research about juvenile drug courts and related interventions into comprehensive, reasonable, actionable, understandable, and measurable guidelines.