Several national organizations have offered frameworks and resources for planning for the reopening school buildings closed due to COVID-19. Policymakers and practitioners will need a shared understanding of the common whole child terms and phrases as they plan and work to mobilize student supports. This resource provides definitions for key ...
Urban and rural communities in New York with intense poverty and limited English language proficiency require systematic efforts to meet the educational and economic needs of individuals and families. The purpose of the New York State Literacy Zone Researcher-Practitioner Partnership is to build capacity, with the ultimate goal of improving ...
The Tribal Defending Childhood Initiative supports four federally recognized tribes—the White Earth Nation (Minnesota); the Winnebago Tribe (Nebraska); the Northern Arapahoe Tribe (Wyoming); and the Southern Ute Tribe (Colorado)—as they develop or continue developing trauma-informed practices and procedures across juvenile justice and related child-serving systems. ...
The goal of the project, which is entitled Strategic School Funding for Results (SSFR), is to develop and implement more equitable and transparent strategies for allocating resources to schools within each district and to link those strategies to systems designed to encourage innovation and efficiency, and strengthen accountability for student ...
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 ...
Accountability is a necessary and critical focus in education. In 2012, the District of Columbia Public Charter School Board (DCPCSB) did not have an accountability system in place to monitor adult education public charter schools. AIR consults with DCPCSB, using its expertise in developing, advising on, and updating accountability systems ...
The California Department of Education has awarded the American Institutes for Research (AIR) a $7.2 million contract to direct the California Adult Literacy Professional Development Project (CALPRO) through June 2010. The project provides a comprehensive system of research-based professional development for adult education and literacy teachers and administrators in order ...
Disruptive shifts, such as technology and automation, have affected the stability of the U.S. workforce in recent years, and the COVID-19 pandemic has put even greater pressures on the economy, displacing many workers. At the same time, many employers are finding it more difficult to hire workers with the skills ...
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.
Stephanie Levin is a senior researcher within AIR’s Human Services division. An expert in educational leadership and school finance, Levin is dedicated to improving outcomes for public K–12 students and educators. At AIR, she directs a multi-year formative study and impact evaluation of UnboundEd’s Adolescent Literacy Planning & Implementation Collaborative ...