AIR experts presenting at the Society for Research on Education Effectiveness (SREE) conference September 4-6, 2014 in Washington, D.C. will discuss how education research can help teachers and school systems improve student learning.
An American Institutes for Research (AIR) study looking at Zambia’s cash transfer program has been selected by UNICEF as one of the best research studies of 2014. AIR principal researcher David Seidenfeld was the lead co-author of Zambia’s Child Grant Program: 24-Month Impact Report.
Statistical experts from the American Institutes for Research (AIR) will discuss big data, nonresponse bias, survey research, and findings from AIR’s Project Talent at the 2014 Joint Statistical Meetings hosted by the American Statistical Association on August 2-7 at the Boston Convention and Exhibition Center in Boston, MA.
Money Magazine partnered with Dr. Mark Schneider, President of College Measures and a vice president of the American Institutes for Research (AIR), to develop the magazine’s “Best Colleges Rankings,” an online tool to help students and their families assess which colleges provide the most value during college and after graduation.
College students now expect tuition bills 4 to 6 percent higher than they paid the year before. That often means students in four-year public universities pay several hundred dollars more annually while students at private universities shell out upwards of a thousand dollars more each year. What is all this extra money buying?
The growing furor over the cost of college has spawned various explanations of why tuitions have escalated much faster than inflation and family income. Often, “administrative bloat” is blamed. It is easy to find examples of college presidents with exceptionally high salaries and other senior staff who don’t teach, and it is true that the numbers of non-teaching staff at our colleges and universities have risen markedly. But is it also true that our colleges are being overrun with administrators? Not necessarily.
We have no common metric to compare the learning outcomes of colleges and universities and no data to show if students graduating from college can read better than when they finished high school. We also have no data on whether going to an Ivy League school results in higher levels of learning than going to a state-supported school.