Research has firmly established that the first five years of a child’s life are critical for future success in school and in life, yet a September 2018 report shows that young children’s educational experiences are inconsistent across the U.S. and around the world. The Education at a Glance: OECD Indicators report includes findings on how early childhood education and care varies around the world in terms of approach, enrollment, quality, and teachers’ salaries. Three AIR experts discussed those variations, and excerpts of their conversation appear below.
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1 Mar 2019
To establish an education-to-workforce pipeline, state leaders need to align labor market efforts with the education pipeline to ensure a seamless system of academic, technical, and employability skills preparedness. This updated brief aims to identify opportunities to connect, align, and leverage state policies, programs, and funding across federal laws that govern the pipeline.
28 Feb 2019
Q & A
Monique M. Chism, Ph.D., a vice president for Policy, Practice, and Systems Change, leads AIR’s six federally funded comprehensive and content centers and District and School Improvement portfolios. Prior to joining AIR, she served as deputy assistant secretary for policy and programs in the Office of Elementary and Secondary Education at the U.S. Department of Education. She also brings experience from the Illinois State Board of Education, Learning Point Associates (now AIR), and her time as a teacher.
22 Feb 2019
Q & A
The 2012 Mentoring Enhancement Demonstration program was designed to strengthen existing youth mentoring programs across the United States. In this Q&A, Manolya Tanyu describes the effectiveness of the programmatic enhancements—and the challenges of implementing them across a wide array of youth mentoring organizations.
6 Feb 2019
Q & A
Career and technical education (CTE) continues to gain traction with state and national policymakers, researchers, and educators across the country—evidenced by the creation of a federally funded center investigating CTE programs: the Career and Technical Education Research Network. AIR is leading this research network partnership under the direction of principal researcher Katherine Hughes, Ph.D. Hughes answered a few questions about CTE, the research network, and her background.
4 Feb 2019
Q & A
Virginia Hamilton is the organizational lead for design thinking and innovation and has extensive policy experience in a variety of workforce topics, including job training, unemployment, and economic development. Her previous experience includes a regional administrator position at the U.S. Department of Labor’s Employment and Training Administration.
3 Jan 2019
Q & A
Dr. Deborah Moroney specializes in bridging research and practice, having worked as a staff member for out-of-school programs early in her career. She’s written practitioner and organizational guides; co-authored the fourth edition of “Beyond the Bell®, A Toolkit for Creating High-Quality Afterschool and Expanded Learning Programs,” a seminal afterschool resource; and co-edited Creating Safe, Equitable, Engaging Schools: A Comprehensive, Evidence-Based Approach to Supporting Students.
3 Dec 2018
Q & A
The First 1000 Most Critical Days program was designed to provide women in Zambia with a host of maternal and infant health supports. In this Q&A, Hannah Ring provides insight into how the program worked and the challenges of bundling multiple interventions.
3 Dec 2018
The Ten Series
Educators have an unprecedented opportunity to rethink how their technology initiatives reach all learners, including those with disabilities and those with limited English proficiency. How should they approach this opportunity? What is most important to consider? This edition of The 10 Series answers those questions and more.
29 Nov 2018
Q & A
AIR Principal Researcher Courtney Tanenbaum describes the unique opportunities and challenges associated with The Title III Native American and Alaska Native Children in School (NAM) Program, which she and her colleagues evaluated.