Children and youth need safe and supportive learning environments to succeed in school. These needs are particularly great for children who are vulnerable, such as those who face trauma, the adversities of poverty, and the challenge of disability.
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Although a wealth of research has shown that financial aid reduces hurdles to college enrollment, relatively little is known about how aid affects students after they are enrolled, much less how they react to the common occurrence of losing aid midway through their college careers. A CALDER working paper co-authored by AIR finds that losing financial aid weakens students’ engagement with college.
Over the past decade, the Michigan Department of Education has sought to implement a support system to break the cycle of low performance in the state’s schools. This study documents the progress of six schools that made significant progress within five years.
To assess teacher effectiveness in accordance with state and federal policies—such as the Race to the Top program—many states and districts are using growth and value-added models as one component of a comprehensive teacher evaluation system.
Are current funding allocations accurately distributing Title I funds? According to a new report, when fully adjusted for regional differences, Title I funding patterns disproportionately favor rural school districts in low cost of living states.
Prospective college students need sound information about where their educational choices are likely to lead. This report indicates that some graduates with associate's degrees outearn those with bachelor's degrees in their first year, and finds what a person studies can produce higher earnings than where he or she studies.
The National Assessment of Educational Progress is the largest nationally representative and continuing assessment of what America's students know and can do in various subject areas. This paper describes a feasibility study to determine whether measurement at the lower end of the student distribution, including measurement for students with disabilities and English language learners, could be improved by introducing “accessible” blocks aligned within the NAEP content frameworks.