What makes a school a place where Alaskan students want to be and want to do well? Why do students stay in school or drop out? And what do Alaskan students believe that schools can do to help them succeed? Researchers at AIR present the answers, provided directly by students, to these questions.
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Supported by federal funds, California is developing a comprehensive statewide plan for an integrated early learning system, the California Comprehensive Early Learning Plan (CCELP). In support of the development of this plan, AIR compiled a report describing statistics on the condition of children in California, and analyzing existing research and recommendations on the state’s early childhood services.
A new report by experts at AIR offers descriptive information on the inclusion of students with disabilities in school accountability systems under the Elementary and Secondary Education Act.
Title III of the Elementary and Secondary Education Act (ESEA) provides funds to states and districts to support ELL students’ successful attainment of English language proficiency and state academic standards. The U.S. Department of Education commissioned AIR to evaluate the Title III program to determine how well states are implementing its provisions, how state policy translates into district practices, and how well ELLs are mastering grade-level content and improving their English language proficiency.
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.
This policy brief provides principal evaluation system designers information about the technical soundness and cost (i.e., time requirements) of publicly available school climate surveys.