As schools prepare to welcome students and educators back for the 2021-2022 school year, there are a number of pandemic-related issues to address and consider. Our experts offer their insights into these crucial issues and we provide some links to helpful resources and information.
This tool is used to assist a State Leadership Team to develop and implement procedures to: scale-up the adoption and use of a targeted evidence-based practice or program and evaluate the extent to which implementation of the practice or program has occurred over time.
Measuring school climate is critical for improving school climate because high quality school climate data allow you to understand the perceptions of the students, staff, and parents in your school or district; monitor progress; make data-driven decisions; involve stakeholders; and adapt to shifting needs related to school climate. The U.S. ...
The simple act of not attending school consistently increases the likelihood that children will be unable to read well by grade 3, fail classes in middle school, and drop out of high school. Standing in the way of truly addressing chronic absence are three harmful myths.
Contributing and working alongside Native Nations, AIR has a deep commitment to engaging communities, fostering shared vision and values, building capacity, and developing strategic alliances to achieve sustainable systems change in Indian Country.
Every year, City Year recruits a diverse group of Student Success Coaches, ages 18-25, to deliver its holistic Whole School Whole Child (WSWC) model. Juliette Berg and David Osher discuss AIR's five-year evaluation of the model's challenges and opportunities.
The Wisconsin Department of Public Instruction contracted with AIR to provide a comprehensive evaluation of its Culturally Responsive Education for All: Training and Enhancement (CREATE) initiative during its first three years of implementation. AIR employed a qualitative case study design to assess program implementation and to determine the effect participation in ...
Education leaders have expressed concern about educators’ moving to different schools—within the same state or in another state—because these moves create costs for the home district and have potential impacts on the equitable distribution of effective educators among schools. This study's findings provide initial insights into the intrastate and interstate ...
The Communities for Just Schools Fund's Allison R. Brown speaks with David Osher, vice president and Institute Fellow at AIR, about social-emotional learning and its impact on students and teachers alike over the years.
In this blog post, David Osher, AIR vice president and international expert on school climate, social emotional learning, and student support, shares an interesting perspective about making a difference through school climate.