The extreme levels of debt accrued by students pursuing postsecondary degrees has been identified as one of the nation’s most worrisome educational issues. About 90 percent of STEM Ph.D. recipients funded their graduate education through primarily institutional sources. In contrast, 65 percent of those with a doctorate in the social, behavioral and economic sciences did.
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24 Sep 2014
The William and Flora Hewlett Foundation defines deeper learning as “a set of competencies students must master in order to develop a keen understanding of academic content and apply their knowledge to problems in the classroom and on the job.” In this third report, the focus is on whether students who attended selected network schools had higher educational outcomes than did their matched counterparts who attended similar non-network schools.
16 Sep 2014
The concept of deeper learning has been used both to describe a set of competencies or goals for students, and to characterize a way of learning (or a process) that promotes these competencies. In this report—our second in a series of three—we focus specifically on the opportunities that students experienced to engage in deeper learning in their classrooms.
AIR is studying the ways in which schools provide opportunities for students to acquire complex knowledge and deeper learning skills. Funded by the William and Flora Hewlett Foundation, the study examines the impact of these opportunities on how students develop five dimensions of deeper learning: mastery of core content, critical thinking skills, collaboration skills, communication skills, and independent learning skills.