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This issue brief is the first in a series produced by AIR to promote research, policy, and practice related to broadening the participation of traditionally underrepresented groups in STEM doctoral education and the workforce.
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.
AIR conducted a review of key literature in 2011–12 exploring the measurement of teacher practice and student learning in arts-integrated settings through a project funded by the Department of Education and offered by the Wolf Trap Foundation for the Performing Arts.