Areas of Expertise
School Reform and Effectiveness
AIR’s efforts in the area of school reform and effectiveness encompass a broad range of issues, including comprehensive school reform, turnaround schools, and standards-based reform, as well as policies and practices that influence teacher effectiveness. We conduct evaluations and critical reviews of the research, identify promising and proven practices, and provide tools and technical assistance to help implement them.
AIR examines 16 successful applications from the Race to the Top District awards. Four trends mark grantees' efforts to implement teaching and learning innovations, including blended learning environments, individualized career readiness plans, and empowering stakeholders.
After providing a short historical overview of the changing role of school principals, the brief presents two policy perspectives on principal effectiveness and, finally, introduces a research-based framework for defining principal effectiveness.
Characteristics of Public School Districts in the United States: Results from the 2007-08 Schools and Staffing Survey
This report presents selected findings from the public school district data file of the 2007–08 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public, private, and Bureau of Indian Education-funded (BIE) K–12 schools, principals, and teachers in the 50 states and the District of Columbia.
The National Center on Intensive Intervention's mission is to build district and school capacity to support implementation of intensive intervention, or data-based individualization, in reading, mathematics, and behavior for students with severe and persistent learning and/or behavioral needs.
The National Charter School Resource Center at AIR, funded by the U.S. Department of Education, is designed to aid development of high-quality charter schools. The center organizes conferences, publishes a monthly newsletter, leads an ongoing series of webinars, and supports a variety of technical assistance focused on critical issues facing the charter school community.
Boston Public Schools has partnered with the National Center on Time & Learning to turn around two low-performing Boston middle schools using the Turnaround Using Increased Learning Time (TILT) model. As the external evaluator, AIR will assess fidelity of implementation and the impact of the program on academic and nonacademic student outcomes. AIR will conduct teacher surveys once per year, site visits twice per year, and document review.