Data are a critical component to state and local improvement efforts. At each stage of an improvement process—from planning, to formative reflections, to summative analyses—data provide insights that should inform decision making. The AIR team works with clients at state and local levels to understand their improvement goals and to capitalize on their current processes for using data to drive improvement efforts.
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1 Jan 2017
The terms “curriculum” and “instruction” are broad categories that represent what is being taught to students and how those subjects are being taught by teachers. The ESSA consolidated state plan template does not include a specific section for curriculum and instruction but those topics are found throughout the drafts that states are currently circulating for review. Here you will find various subtopics that are found in current draft plans that relate to the concept of curriculum and instruction.
1 Jan 2017
The path to college and career readiness is complex. Providing schools and students with the research-based support they need at every critical stage can make all the difference for success, and ESSA provides an opportunity for states and districts to develop a more coherent and coordinated approach to ensuring all students are college and career ready. AIR works with leaders at the state, district and school levels to consider strategies that fit the local context and are supported by evidence.
1 Jan 2017
Social and emotional well-being, and positive mental and physical health are essential to overall student success. Individual factors like genetics, physical health, coping skills, and the unexpected traumatic events can impact student outcomes. By assessing and improving school and community environments, AIR works to reduce risk factors, promote health, and respond to students’ needs.
1 Jan 2017
Human development can be influenced by a myriad of factors that include individual, biological, contextual, cultural, and historical factors. By synthesizing research across multiple disciples, it is possible to develop new approaches aimed at solving chronic learning and social problems experienced by children and youth.
30 Dec 2016
First responder fields—including law enforcement, firefighting, and emergency management services—serve a crucial role in the safety and well-being of communities around the country. Public citizens and officials have placed a renewed focus on improving agencies’ relations with their local communities by ensuring that first responders reflect the populations they serve. The potential benefits of increasing diversity and moving toward greater representation could also provide more secure and rewarding employment opportunities to historically underrepresented populations. This exploratory study identifies promising practices that first responder agencies and organizations can leverage to increase the diversity of their workforces.
30 Dec 2016
Covering topics ranging from cash transfers in Africa to school discipline disparities to career and technical education, these were our most-viewed videos from 2016.
19 Dec 2016
Evaluation for Improvement is the second in a four-part series designed to help institutions use data to demonstrate the value of competency-based education (CBE) programs for their students and continuously improve program quality. In this webinar, participants learned the fundamentals of two continuous quality improvement models—Root Cause Analysis and the Plan-Do-Study-Act cycle—and how they applied to improvement within the context of CBE program.
13 Dec 2016
Education has borrowed many ideas from the medical field. Now a new initiative shows the exchange isn’t just a one-way street. Bookmarking, a widely-used method for establishing student proficiency levels in major education tests—such as the National Assessment of Educational Progress—is being adapted to healthcare so patients and their families can better communicate the severity of symptoms. In this blog post Michelle Langer and Ellen Schultz explain this innovative new approach.
8 Dec 2016
At 21, many foster youth “age out” of financial benefits and supports from the child welfare system—before they even finish college. Given the challenges they face, it’s not surprising that only 3 to 10 percent of them earn undergraduate degrees compared with 34 percent of young adults who weren’t in foster care. What can states do to ensure foster youth have the support they need to graduate from college? In this blog post, Patricia Campie provides an overview of the educational challenges foster students face in the transition to college.