The coronavirus pandemic is affecting everyone, but people with disabilities will likely feel the effects more than people without. AIR economist Michelle Yin explains factors that make this population especially vulnerable—and discusses how the pandemic has the potential to shift all workplaces to be more inclusive and flexible. ...
Since its passage 50 years ago, Title I has embodied the nation’s enduring commitment to educational equity and opportunity. The recently passed Senate reauthorization continues the $14 billion appropriation for Title I— nearly a tenth of all school funding and a remarkable federal investment in educational equity. Yet, ultimately, argues ...
With government-supported preschool alive, recovering from the recession, and growing again at the state level, Susan Muenchow offers three central questions when considering preschool expansion.
Researchers, practitioners, policymakers, and funders are increasingly aware of the powerful potential for summertime experiences and the need to design, implement, and continuously improve summertime experiences for all.
The TELL project is a review of literature and critical annotated bibliography to provide an overview and critique of the research related to the transition of English language learners.
Every year the U.S. Department of Education reports for each state in the country the grade levels, subject areas, and geographic areas that have experienced teacher shortages. By law the Minnesota Department of Education must conduct a multimethod teacher supply and demand study every two years. This report, a joint ...
Christina LiCalsi is a principal researcher specializing in program evaluation and social and education policy analysis at AIR. Dr. LiCalsi has a background in educational and social disparities with expertise in quasi-experimental designs for causal analysis. She has experience employing a wide range of quantitative methods including regression discontinuity, comparative ...