U.S. colleges and universities are increasingly hiring contingent faculty, or full- and part-time faculty who work on contract. While institutions say doing so saves money, two studies by the Delta Cost Project at AIR find the strategy has not translated into a large overall savings. In this blog post, Deanna Hill and Steve Hurlburt share these results and consider whether long-term unintended consequences may off-set short-term cost savings.
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23 Feb 2017
Contingent—also known as adjunct or clinical—faculty are college instructors who are not in a tenure-track position or are at an institution without a tenure system. According to a recent study by AIR’s Delta Cost Project for the TIAA Institute, contingent instructors made up at least half of instructional faculty in 2013 among different types of institutions. Find out more in this infographic.
17 Feb 2017
What happens when students try to make up algebra credits virtually instead of in a classroom setting? In this infographic, we share the results from an AIR study, The Back on Track Study: Using Online Courses for Credit Recovery.
9 Feb 2017
Principals influence student learning by leading efforts to improve school climate; recruiting, retaining, and supporting effective teachers; and driving organizational change. Too often, however, states and districts focus on teachers rather than principals when planning for professional supports. The Every Student Succeeds Act consolidated planning process and the release of the Professional Standards for Educational Leaders make this the perfect time to change this story and improve supports for school leaders. The brief offers an easy to digest overview of current school leadership research, and highlights helpful state policy examples.
3 Feb 2017
The Communities for Just Schools Fund's Allison R. Brown speaks with David Osher, vice president and Institute Fellow at AIR, about social-emotional learning and its impact on students and teachers alike over the years.
2 Feb 2017
Failing high school algebra can have serious consequences, and students are increasingly turning to online courses to recover algebra credits. What happens when students try to make up algebra credits virtually instead of in a classroom setting? In this blog post, Kirk Walters shares new findings from a study comparing course content and student outcomes for 1,200 Chicago Public School Students in credit recovery courses.
1 Feb 2017
Online courses can serve as a practical way for students to recover credit in courses they have failed. These courses provide flexibility and convenience for schools and students; some may also have the potential to present course content in a more engaging and customized way than a standard face-to-face course. The Back on Track Study is an ongoing study of online versus face-to-face credit recovery for at-risk ninth graders. This research brief evaluates the content provided in online and face-to-face algebra credit recovery courses and reveals possible differences based on instructor preferences and district guidelines.
1 Feb 2017
Colleges and universities are relying heavily on contingent faculty to increase flexibility and reduce costs. These resources explore this trend to determine where contingent faculty are most often hired and savings actually result in lower overall costs.
31 Jan 2017
High-quality early care and education (ECE) provides an important foundation for young children’s success in school and in life. Yet fewer than two of three U.S. children are enrolled in center-based ECE programs. Gabriele Fain examines ECE internationally and the factors that may contribute to the high rate of participation in many European countries.
27 Jan 2017
The Research on International Studies in Education (RISE) Webinar Series, organized by AIR, showcases research using data from international studies and promotes sharing and discussion about how data-based evidence can be used for improving educational outcomes.