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This paper addresses the teachers’ use of educational research to improve their instructional practice. Based on two qualitative, exploratory studies AIR conducted in the Chicago metropolitan area between 2008 and 2011, researchers found that teachers do appreciate and use research when there is a pressing need.
The reading and mathematics measures of the National Assessment of Educational Progress (NAEP) have been, and continue to be, reported on scales that appear to have the properties of “cross-grade” scales. The conclusion of this essay will be that evidence can and should be assembled to support, and make more precise, certain interpretations, while others interpretations should be discouraged.
This study examined NAEP testing conditions in schools and investigated whether being assessed in less than optimal testing conditions is associated with lower student achievement on the assessments.
This paper considers three alternative approaches to setting performance standards (the predictive, the international benchmark, and the baseline normative approaches) and hybrid approaches that combine features across these three.
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.
Rita Kirshstein, director of the Delta Cost Project, discusses college tuition hikes and affordability concerns over the past several decades. Kirshstein explains that today’s affordability crisis affects many more students and families than earlier ones.
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.