The Iowa Teacher Leadership and Compensation (TLC) system was designed to provide career pathways and compensation structures to attract, retain and reward effective teachers; to promote continuous improvement in Iowa’s teaching workforce; and to increase student academic achievement. This report updates the Year 1 implementation and outcome findings based on 2015–16 data.
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26 Sep 2017
Higher levels of educational attainment are associated with outcomes such as full-time employment and higher pay for young adults. However, college attainment, student persistence through college, and borrowing varies by generation status. This brief examines background and educational characteristics, plans for college, postsecondary enrollment, and postsecondary completion patterns of first-generation college students and their peers whose parents have college degrees.
5 Sep 2017
Although DCPS has made measurable progress over the past five years in terms of the goals laid out in the former Chancellor’s strategic plan, gains have not been evenly distributed among all student groups or across all of DC’s eight wards. To summarize the extent to which DCPS met its goals over the past five years and to highlight specific areas for continued improvement, AIR prepared a policy brief reflecting on DCPS’ progress.
1 Sep 2017
Meeting the needs of English learners (ELs) and students with disabilities (SWDs) is a critical yet challenging responsibility for all schools. This brief highlights four key strategies that emerged from the exploration of practices and systems in place in Massachusetts turnaround schools that successfully provide appropriate interventions to all of their ELs and SWDs.
8 Aug 2017
In the Field
With 100,000 English learners spread across more than 2,500 schools and more than 130 charter schools in 115 school districts, the North Carolina Department of Public Instruction needed to ensure that teachers of ELs received the latest professional development available. State officials instead relied on a select group of teachers to train other educators within their regions. This support network of teacher-trainers delivered professional development locally, increasing the Department’s capacity to reach schools and students throughout the state.
8 Aug 2017
In the Field
Decades of research have shown the harmful effects of poverty on student performance. Title I schools in Texas face particular challenges, including high rates of students living in poverty, high student mobility, and large proportions of English learners. Working closely with the Texas Education Agency, the Texas Comprehensive Center set out to answer this question and share lessons learned to benefit students throughout the state.
28 Jul 2017
The Local Control Funding Formula has introduced positive and much-needed change to California’s approach to K-12 education funding, but received criticism for being archaic, cumbersome, difficult to complete, opaque, and incoherent. A new brief from the California Collaborative on District Reform and Pivot Learning, Fostering Innovation: How User-Centered Design Can Help Us Get the Local Control Funding Formula Right, describes an alternative approach to solving policy problems.
19 Jul 2017
What kind of research designs would help teacher preparation providers improve their programs? On April 11, 2017 AIR brought together 35 researchers, teacher educators, school district leaders, and other stakeholders to discuss research designs that would answer the kinds of questions that providers have about their programs and how to improve them.
30 Jun 2017
This research brief, the fifth from the Back on Track study, extends the analysis presented in the first brief to compare educational outcomes through the fourth year of high school for students who took an online credit recovery course and those who took a face-to-face credit recovery course.
30 Jun 2017
This research brief, the sixth from the Back on Track study, describes the course progression of students who failed Algebra I in ninth grade in the large urban school district where the study took place, to help determine the importance of Algebra I failure and recovery for student success in subsequent courses and, ultimately, high school graduation.