Jennie Jiang is a senior researcher at AIR. She has led several large mixed-method studies on accountability, assessment policy, organizational practices, and data use. She has also designed and led several qualitative studies to understand participant experiences with and implementation of policies and programs. Jiang is the project director of ...
As higher education policymakers and advocates consider new federal measures of student persistence and completion, how do these measures “stack up” when data from actual institutions—particularly those that serve “post-traditional” students—are used to calculate them? This technical report uses data from 11 institutions to demonstrate the importance of including all ...
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.
We have no common metric to compare the learning outcomes of colleges and universities and no data to show if students graduating from college can read better than when they finished high school. We also have no data on whether going to an Ivy League school results in higher levels ...
With a 2009 federal call for U.S. adults to pursue at least one year of higher education and training leading to a credential, it was imperative to measure whether industry-recognized certifications, state and local government-issued licenses, subbaccalaureate educational certificates, and other nondegree credentials were being obtained and the impact they ...
AIR's Center for Applied Research in Postsecondary Education (CARPE) tackles postsecondary education’s most pressing challenges by generating actionable insights and helping the field implement effective solutions.
This brief, the fourth in a series about ISAs, addresses evidence that suggests loan aversion may be especially prevalent among underserved and underrepresented students. The brief concludes that ISAs could provide an alternative to student loans—in particular, for loan-averse individuals whose views of student debt are determined primarily by negative ...
The growth of the postsecondary competency-based education (CBE) ecosystem is contingent on CBE programs demonstrating that they fulfill core value propositions for students, including improving access, success, quality, and affordability. To support program leaders and researchers in building evidence about student outcomes in CBE programs, AIR and the Institute for ...
Researchers are debating whether biases against women in science, technology, engineering, and mathematics (STEM) have reduced over time, persist in nearly all training and career contexts, or vary in more nuanced ways across contexts and STEM fields. AIR is synthesizing four decades of research to understand the postsecondary and workforce ...
Cheryl Harris is a senior technical assistance consultant at AIR. Her current work involves providing technical assistance for the Texas (TXCC) and Southeast (SECC) Comprehensive Centers, addressing state and local capacity building in school improvement and key content areas. This work includes assisting states and their statewide systems of support ...