As the COVID-19 pandemic turns into a longer-term crisis with no end in sight, planning for the fall raises even more questions for teachers about school policies and their own futures. This is the first installment of a new series in which AIR experts discuss how to facilitate quality instruction ...
Rural school districts, educators, and students have different experiences than their urban and suburban counterparts. The Regional Educational Laboratories (RELs) are designed to help fill this gap. These labs, which are funded by the Institute of Education Sciences in the U.S. Department of Education, serve as research alliances that examine ...
When teachers learn, students learn. For decades, AIR has conducted studies of teacher professional learning and helped practitioners use evidence to develop, implement, test, and scale professional learning programs.
Zambia’s Child Grant cash transfer program provides grants directly to poor households with children under five years old, empowering families to decide how best to meet their needs. AIR conducted an evaluation and found gains greater than the value of the transfer size itself.
The lack of easy data sharing between K–12 systems and teacher preparation may be costly, in terms of the quality of instruction by new teachers. In this report from the field, Jenny DeMonte describes the efforts of some states to actively share data.
A study released today by AIR and the Institute of Education Sciences shows that even small amounts of the right kind of feedback to teachers and principals can have an effect on student achievement in math. As Andrew Wayne explains in this blog post, the findings are important for states ...