Longitudinal Data Research Center
The National Center for Analysis of Longitudinal Data in Education Research (CALDER), a competitively funded research center, is a joint project of AIR and scholars at Duke University, Northwestern University, Stanford University, the University of Missouri, the University of Texas at Dallas, and the University of Washington.
The Center's research scientists are leaders in the field of economics and other social sciences as they relate to education policy research.
The Center focuses on how K-12 teacher policies, governance policies, and social and economic community conditions affect outcomes for teachers and their students. More recently, the Center has extended its work to postsecondary education and labor market outcomes. By capitalizing on rich longitudinal data, CALDER explores a breadth of critical education issues and makes the highest quality research available to policymakers.
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Although a wealth of research has shown that financial aid reduces hurdles to college enrollment, relatively little is known about how aid affects students after they are enrolled, much less how they react to the common occurrence of losing aid midway through their college careers. A CALDER working paper co-authored by AIR finds that losing financial aid weakens students’ engagement with college.
Teachers’ individual contributions to student learning and schools’ contributions are typically intertwined. This paper explores the key issues related to strategies for identifying a value-added model to account for school and teacher contributions that create appropriate incentives for teachers. The authors recommend estimating between-school differences and then considering what part of those
differences should be attributed to teachers.
In this Washington Post opinion piece, researchers Umet Özek and Michael Hansen caution against overreacting to school closings, and contend that kids bounce back after school closings.
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