AIR's research and policy studies in education finance focus on cost analysis, analyses of resource allocation, and cost-effectiveness and benefit-cost studies.
Our work includes public and private K-12 education, preschool and early childhood education, and early intervention services for children and their families. We apply state-of-the-art methods to analysis of school finance policy and large-scale studies of resource allocation in education at the federal, state and local levels, provide expert testimony in school finance litigation cases; and conduct studies of teacher labor markets.
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A report from AIR and Noel-Levitz investigates the relationship between levels of financial aid and student success in Louisiana community colleges, with a focus on Pell Grant recipients. Success is measured by whether a student earned a certificate or an associate’s degree within three years of enrolling as a first-time full-time student or transferred to a four-year Louisiana university within the same timeframe.
The National Center for Analysis of Longitudinal Data in Education Research (CALDER) is now based at AIR’s corporate headquarters in Washington, D.C. and is operating as 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.
During the 2009-10 school year, the American Institutes for Research and Pivot Learning Partners (PLP) formed a partnership with two large California school districts—Los Angeles and Twin Rivers Unified School Districts—to design a comprehensive approach to local school finance and governance.
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