The New Mexico Public Education Department developed the Kindergarten Observation Tool (KOT) as a multidimensional observational measure of students’ knowledge and skills at kindergarten entry. This study examined the construct validity of the KOT to determine whether data from a field test supported using the KOT to measure six school readiness domains and, if not, what domain structure the data best supported.
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6 Nov 2016
Federal and local governments continue to invest billions of dollars each year in professional development for teachers. Until recently, there has been little rigorous evidence to inform the design and delivery of these programs. This brief outlines the key findings from three random assignment PD evaluation studies and proposes areas for further research.
28 Sep 2016
In an era of increasingly rigorous state standards, teachers at all grade levels face heightened expectations to deepen their students’ understanding of mathematical concepts. This report examines the impact of content-intensive professional development on teachers’ math content knowledge, their instructional practice, and their students’ achievement.
19 Aug 2016
The Study of Deeper Learning: Opportunities and Outcomes assessed whether students who attended high schools that focused on deeper learning got more opportunities for deeper learning and whether they had better outcomes than students in comparison high schools. In an updated set of analyses from the study, AIR found that students who attended high schools focused on deeper learning were more likely to enroll in four-year institutions and in college in general than their peers who attended comparison schools.
29 Jun 2016
Competency-based education makes student mastery of learning goals—rather than seat time—the metric to determine student credit and progression. Take a closer look at how schools implement competency-based education, and how it is related to what students need to learn effectively.