Education
Finance
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.
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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.
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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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