Informing practice with the best research and making research more relevant to practice are easier said than done. Making a tangible difference in people’s lives is harder still. In this series of short commentaries, AIR experts reflect on ways to meet the challenge.
Schools that are safe create conditions for learning and well-being. Drawing on research and best practices, the California School Safety Toolkit allows any school or district to assess its safety system. Districts and schools can use the toolkit to improve how schools use data, apply best practices in school safety, ...
Using extant data provided by the Pennsylvania Department of Education, AIR employed a comparative interrupted time series design to examine the impact of full-day kindergarten on student behavior and attendance in kindergarten as well as on their later reading and mathematics achievement in Grade 3. ...
School finance can play a critical role in giving all students an opportunity to achieve. Jesse Levin examines why it's important to accurately measure students' needs to ensure that they receive an equitable and adequate education.
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.
Elizabeth Spier is a principal researcher at AIR. She has over 20 years of experience designing and managing large-scale, policy-relevant studies examining the effectiveness of programs, and interventions designed to improve developmental and educational outcomes for children. Her expertise includes child development, safe and supportive learning environments, child and family ...
The second of three guides that address the 1997 Amendments to IDEA as they relate to the issue of functional behavioral assessment and positive behavioral interventions and supports.