When launching a new program, education leaders often provide teachers with a few days of training and then send them back to the classroom. Once there, teachers may discover they have no clear idea of what the program should look like in practice. Innovation Configurations solve this problem by providing ...
This study compares the measurement of mathematics and reading trends by two separate National Assessment of Educational Progress (NAEP) statistical series.
The First 1,000 Most Critical Days Program was designed to offer mothers and babies in Zambia a suite of interventions to improve their health and development. This report is the result of an evaluation of the efficacy of this program.
The Common Core of Data (CCD) is an annual collection of public elementary and secondary education data administered by the National Center for Education Statistics (NCES) and its collection agent, the U.S. Census Bureau. Data for CCD surveys are provided by state education agencies (SEAs). This report presents findings on public education revenues and ...
This report describes how the education system in the United States compares with education systems in the other G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom.
This collection of policy briefs was prepared for Getting from Facts to Policy: A California Education Policy Convening, hosted by EdSource in October 2007.
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.
Melissa Hafner is a health policy researcher at AIR. Prior to joining AIR, she conducted health research at Mathematica Policy Research and the Massachusetts Medical Society. She also served as a senior program analyst in the Office of the Inspector General at the U.S. Department of Health and Human Services, ...
Teach for America’s theory of change centers on leadership and partnerships with broad and diverse coalitions to change systems that perpetuate educational inequity. This study was commissioned to gather alumni perspectives about their work and impact in a small, purposeful sample of rural communities in Eastern North Carolina. ...
Twelve years after federal policy first tried to chip away at the problem of unequal access to teacher quality through No Child Left Behind, the field continues to grapple with this complex issue. In this blog post, Jane Coggshall describes the highlights of a recent AIR event where experts discussed ...