Technology has the ability to create new opportunities for students and designing successful practices for using technology can help to increase educational experiences for students. This report draws upon nationally representative data sources, existing research, and relevant state and local intervention efforts to examine the five research areas designated in ESSA, and to provide a comprehensive picture of student access to digital learning resources outside of the classroom.
25 Jan 2018
Since 2006, Boston Public Schools has been implementing expanded learning time (ELT), a practice that increases the length of the school day for all students, in an effort to improve student outcomes and narrow opportunity and achievement gaps. This report on second-year findings uses data from 2005 to 2016 to understand the impact of ELT on student achievement for BPS students.
1 Feb 2017
A quality rating and improvement system (QRIS) is a voluntary state assessment system that uses multidimensional data on early childhood education programs to rate program quality, support quality improvement efforts, and provide information to families about the quality of available early childhood education programs. This report describes three versions of a survey that helps states collect data, including how to use it, how it was developed, and how it can be adapted for other states.
30 Aug 2016
A growing practice nationwide, expanded learning time (ELT) is a practice that entails increasing the length of the school day for all students, with the goal of improving student outcomes, especially in low-performing schools. Boston Public Schools is working with AIR to evaluate its ELT efforts; this report reveals the first year's findings.
27 Jun 2016
Research indicates that afterschool programs can significantly improve youth outcomes in such areas as academic performance, student attendance rates, and incidence of disciplinary actions. The Texas Education Agency has implemented a number of state and federally funded afterschool initiatives in Texas, including the 21st Century Community Learning Centers Program, and has been working with AIR since 2007 to understand their implementation and impact.
8 Apr 2014
What are promising practices employed by systems that may support program-level quality and what are the best program practices that may ultimately promote positive youth outcomes? Are there certain youth outcomes can programs influence that will ultimately lead to academic and life success? To inform the development of a measurement framework, AIR was commissioned by Every Hour Counts, formerly the Collaborative for Building After-School Systems to write a literature review that defines key elements, processes, and outcomes of expanded learning systems and answers those three key questions.
10 Feb 2013
Research indicates that afterschool programs can significantly improve youth outcomes in such areas as academic performance, student attendance rates, and incidence of disciplinary actions. The Texas Education Agency has implemented a number of state and federally funded afterschool initiatives in Texas, including the 21st Century Community Learning Centers Program and is working with AIR to understand their implementation and impact.
5 Feb 2013
Over the last two decades, the expanded learning community has grown and developed, both in its day-to-day practice as well as in its knowledge of what works well. This article, written by Carol McElvain, a managing director at AIR, focuses on what the development of a robust program quality indicator system might be able to measure and demonstrate to those who might support the expansion of high quality expanded learning programs afterschool and summers.
1 Jan 2010
Research suggests that students strongly benefit when they are provided substantially more time to engage in academic enrichment and youth development opportunities, both within and outside the school building. This report offers practitioners support in their efforts to integrate high-quality, expanded learning opportunities in state, district, and school reform initiatives.
10 Jun 2008
Since the implementation of the No Child Left Behind Act, a greater emphasis has been placed on academic development during the afterschool hours. Research has found that students’ participation in afterschool program is beneficial to academic achievement and social adjustment. This report shares the findings of the five-year study conducted by the National Partnership for Quality Afterschool Learning. The study identified and documented practices among high-functioning 21st Century Community Learning Center programs in six content areas: the arts, literacy, math, science, technology, and homework help.