Areas of Expertise
Social and Emotional Learning
AIR conducts a wide variety of work regarding the development and measurement of the social and emotional capacities of children, youth, and adults. This work includes development of individual assessments, support for the development of social and emotional learning standards and the efficient integration of academic and social emotional learning, and the alignment of social emotional learning with mental health interventions and positive behavioral approaches. AIR’s work in these areas is both national and international.
The Cleveland Metropolitan School District implemented an evidence-based social and emotional learning program—Promoting Alternative Thinking Strategies (PATHS). AIR’s evaluation of the program indicates that student outcomes improved, despite the challenges faced by this complex urban school district, and even with imperfect implementation and uncertain fidelity.
What Matters for Staying On-Track and Graduating in Chicago Public Schools: A Focus on Students with Disabilities
This report found that absences, course failures, course credits and GPA all can be used to accurately predict whether ninth-graders with disabilities will graduate from high school. Identifying these early warning indicators is especially crucial for students with disabilities, who drop out of high school at alarming rates.
The purpose of this report is to begin a program of research to allow us to better understand how Student Connection constructs related to other educational quality indicators, and how they can be used for school performance management.
The National Clearinghouse on Supportive School Discipline supports educational practitioners in their efforts to transform the conditions for learning as well as harsh, exclusionary, and disproportionate disciplinary practices in our nation’s schools.
In 2011, the Anchorage School District asked AIR to conduct a quick-turnaround analysis examining whether student responses to a particular set of items on the School Climate and Connectedness Survey were a reliable measure by which to gauge school progress in fostering students’ social and emotional learning skills and whether the measured skills were related to achievement.
The Federal Interagency Forum on Child and Family Statistics, a working group of 22 federal agencies, provides information to the public and policy-makers on the well-being of America’s children. For the past 5 years, AIR has supported the Forum to advance knowledge about children’s home environment, economic status, education, health, and behavior.