Emerging trends suggest that personalization is often equated with individual learning. To truly personalize, we must recognize that students vary in their needs for social support and exchange. This report describes the findings from a study designed to examine how collaboration is linked to personalization and explore racial/ethnic differences in experiences and benefits associated with collaboration.
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10 Oct 2018
Student agency, or the ability to manage one’s learning, can have significant effects on academic achievement as students take an active role in seeking and internalizing new knowledge. To learn more about the practices that support student agency, AIR studied four New Tech Network high schools in three states to determine which teacher practices help or hinder the development of student agency, and whether these practices are effective across educational contexts and with different student subgroups.
1 Feb 2017
To improve graduation rates, districts and schools need clear, evidence-based information about the impact of dropout prevention strategies. Check & Connect is a mentoring program designed to promote positive outcomes (including student engagement, progress and persistence, and school completion) through the provision of continuous, individualized student support. This research brief describes a longitudinal study of Check & Connect in a large, urban district in California.
24 Oct 2016
The Study of Deeper Learning: Opportunities and Outcomes found that students attending network high schools with a mature and well-implemented approach to promoting deeper learning experienced different instructional strategies, greater opportunities, and better results on a range of outcomes than did their matched counterparts in comparison sites. This brief examines how teachers’ own beliefs about teaching, their assessment of their peers’ professional culture, and their assessment of the success of the principal in providing instructional leadership and program coherence are related to students’ reports of deeper learning opportunities in their classes.
17 Oct 2016
In this report from the Study on Deeper Learning, researchers found that while teachers’ own beliefs seemed to have the most consistent and strongest associations with the opportunities students reported experiencing in the classroom, interview data suggest that other school features and external policies can influence teachers’ beliefs about teaching and about their own teaching skills.
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.
9 Aug 2016
This report builds on the analyses from the original Study of Deeper Learning: Opportunities and Outcomes to explore the connections between deeper learning opportunities, deeper learning competencies (in the interpersonal, intrapersonal, and cognitive domains), and high school graduation.
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.
9 Mar 2016
Can deeper learning approaches lead to higher graduation rates? Consistent with the findings from the original Study of Deeper Learning, newly completed analyses find a graduation rate advantage of 8 percentage points for students in participating deeper learning network high schools compared with similar students in matched non-network high schools.
30 Sep 2014
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.