AIR, in collaboration with Instructional Research Group (IRG), announces a Request for Proposals seeking qualified entities to provide training and support to elementary schools on the implementation of multi-tiered systems of support in reading (MTSS-R). The selected training provider will collaborate with AIR and IRG in a large-scale, randomized controlled ...
AIR is leading a federally funded network that will conduct and share research that addresses learning setbacks resulting from the COVID-19 pandemic. AIR has been awarded a three-year, $3 million grant from the Institute of Education Sciences (IES), the research, evaluation and statistics arm of the U.S. Department of Education, ...
In this second blog post in a series examining educational challenges facing youth in foster care, from early childhood into college, Trish Campie offers some promising solutions to creating pathways to college and career success.
It is increasingly clear that targeting beginning readers is not enough to ensure that students will have access to advanced education and will become economically successful citizens who fulfill their obligations for social and civic participation. In this paper, the author describes characteristics of programs developed for adolescents who are ...
As communities across the country mark National Recovery Month, Roger Jarjoura explains why recovery can be particularly challenging for youth, and how the juvenile justice system must address their specific needs.
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.
The Elementary and Middle Schools Technical Assistance Center (EMSTAC) was a five year contract between the American Institutes for Research (AIR) and the U.S. Department of Education, Office of Special Education Programs (OSEP). It was funded from 1997-2001.
This article, authored by distinguished AIR researcher Jennifer O’Day, compares the effects of selected instructional practices on both English Language Learners (ELLs) and non-ELLs.
More than 60 staff members of the American Institutes for Research (AIR) have been selected to participate in this year's annual meeting of the American Educational Research Association (AERA), which will be held in New York City on March 24-28, 2008.
Please join experts from the Center for English Language Learners at AIR on June 22, 2017 to learn how teachers can support the development of oral language and pre-literacy skills in preschool and kindergarten English learners (ELs).