Areas of Expertise

  1. A
  2. B
  3. C
  4. D
  5. E
  6. F
  7. G
  8. H
  9. I
  10. J
  11. K
  12. L
  13. M
  14. N
  15. O
  16. P
  17. Q
  18. R
  19. S
  20. T
  21. U
  22. V
  23. W
  24. X
  25. Y
  26. Z
  27. ALL
  1. View All Projects
  2. View All Reports
  3. View All Products

At-risk Populations in the Educational Setting

AIR conducts research and evaluation on individual, school, and community interventions for students who are at risk for poor school and community outcomes. Further, AIR provides consultation and technical assistance for developing and implementing such interventions. AIR’s approaches involve promotion, prevention, early intervention, dropout prevention, and treatment. They are strength-based and child- and youth-guided or driven.

All Reports

  • Children’s Elementary School Outcomes After Participating in Family Literacy Programs

    The First 5 LA Family Literacy Initiative is a comprehensive program to promote language and literacy development, parenting knowledge and skills, and economic self-sufficiency among low-income families in Los Angeles County. Findings from the eight-year evaluation of this Family Literacy Initiative have shown significant growth in language and literacy skills among children participating in these programs.

  • National Disability Policy: A Progress Report

    AIR contributed to the development of National Disability Policy: A Progress Report, released on October 31, 2011 by the National Council on Disability. This annual progress report describes the current state of people with disabilities in America.

  • Texas Ninth Grade Transition and Intervention (TNGTI) Grant Program: January 2011 Evaluation Report

    The Texas Ninth Grade Transition and Intervention Program was designed provide supports to academically at-risk students as they transition into high school. Targeted students attend a summer program prior to their freshman year and are connected with appropriate interventions, as needed, once the school year begins. The Texas Education Agency contracted with AIR to provide a formative and summative evaluation of the statewide initiative. The AIR team employed a qualitative case study design to track program implementation and a multilevel propensity score matching approach to examine program effectiveness.

  • Student Victimization in U.S. Public Schools: Results from the 2005 School Crime Supplement to the National Crime Victimization Survey

    This report provides estimates of student victimization and characteristics of victims and nonvictims using data from the 2005 National Crime Victimization Survey Basic Screen Questionnaire, the NCVS Crime Incident Report, and the School Crime Supplement to the NCVS.

  • Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States

    This report is released annually and provides basic information from the Common Core of Data (CCD) about the nation's largest public school districts. The data include such characteristics as the number of students and teachers, number of high school completers and the averaged freshman graduation rate, and revenues and expenditures.

  • Indicators of School Crime and Safety: 2007

    This report covers topics such as victimization, fights, bullying, classroom disorder, weapons, student perceptions of school safety, teacher injury, and availability and student use of drugs and alcohol. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur outside of school grounds are offered as a point of comparison where available.

  • Crime, Violence, Discipline, and Safety in U.S. Public Schools, Findings from the School Survey on Crime and Safety

    These reports present findings on crime and violence in U.S. public schools, using data from the School Survey on Crime and Safety (SSOCS). First administered in school year 1999–2000 and repeated in school years 2003–04 and 2005–06, SSOCS provides information about school crime-related topics from the perspective of the schools. Developed by the National Center for Education Statistics and supported by the Office of Safe and Drug-Free Schools of the U.S. Department of Education, SSOCS asks public school principals about the frequency of incidents, such as physical attacks, robberies, and thefts in their schools. Portions of this survey also focus on school programs, disciplinary actions, and the policies implemented to prevent and reduce crime in schools.  

  • Considering Special Education Adequacy in California

    This study focuses on two primary research questions: What analytical techniques exist for estimating the cost of an adequate education for special education students? How might these techniques be applied to estimate the cost of an adequate education for special education students in California, and how do these cost estimates compare to what is currently spent on special education students?

  • Relationships Between Family Risks and Children’s Reading and Mathematics Growth from Kindergarten Through Third Grade

    This paper explores whether kindergartners’ reading and mathematics gains over the first 4 years of school are more strongly associated with particular risk factors alone or in combination, as opposed to the cumulative number of family risk factors a child experiences. Second, the analysis makes use of the reading and mathematics data collected at 4 time points to describe achievement growth over time, rather than using scores from two time points as a measure of academic gain.

  • Beyond Free Lunch—Alternative Poverty Measures in Educational Research and Program Evaluation

    Most education studies use a simple and convenient measure of poverty: the percentage of children eligible for free/reduced-price lunch. Although this measure provides the proportion of children coming from disadvantaged backgrounds, it does not capture all dimensions of poverty, such as neighborhood effects.