A data brief from the Delta Cost Project at AIR focuses on financial struggles of colleges and universities two years after the onset of the Great Recession. Among other findings, the data show that among nonprofit colleges and universities, community colleges suffered the greatest financial hardships of the decade.
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Today, nearly 95,000 youth under the age of 21 are in custody in publicly and privately operated facilities in the U.S. Increasingly, youth are finding themselves involved in the juvenile justice system as a result of school-related conduct. Researchers suggest that this trend, known as the “school-to-prison pipeline,” is an unintended consequence of harsh school discipline policies such as “zero tolerance” and referring students to the police or courts for school code violations historically handled by schools.
The Guide to Working With External Providers, updated in 2012, offers a step-by-step approach for school leaders to research and select a high-quality service provider.
The need to serve English language learners (ELLs) has never been more pressing. The Supporting English Language Learners guide, developed by the Center for English Language Learners at AIR, is designed for state and district leaders who play a key role in ensuring that all students—including ELLs—graduate from high school well prepared for college and careers.
The specifics of how growth models should be constructed and used to evaluate schools and teachers is a topic of lively policy debate in states and school districts nationwide. In this paper we take up the question of model choice and examine three competing approaches.
Not all student growth measures are alike, nor are they designed to be. But when student growth measures are used for educator evaluation, fairness and comparability become critical.
The authors of this report, the result of a partnership between the State Council on Higher Education in Virginia and College Measures, explore the variation in first-year earnings for graduates from individual degree programs at individual colleges. The results show that the degrees students earn, and where they earn them, matter.