Technology is a part of nearly every aspect of our daily lives—including the public education system. AIR, the National Center for Learning Disabilities, and more than 10 other organizations collaborated on the development of publications to ensure educational technology conception, design, procurement, use, and evaluation close rather than widen opportunity gaps between students with and without disabilities.
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11 Jun 2019
The Cleveland Metropolitan School District has witnessed increases in the number of English learner students in grades K–12 over recent years. This study investigated the relationships of student and school characteristics with English learner student performance on statewide mathematics and English language arts assessments, and on English language proficiency levels.
10 Jun 2019
Elizabeth Salisbury-Afshar, director of AIR’s Center for Addiction Research and Effective Solutions (AIR CARES) and a practicing physician at Heartland Alliance Health in Chicago, discusses her personal experience in treating patients with addiction and how research can help tackle the opioid epidemic.
28 May 2019
Q & A
Patricia Campie is a criminologist with more than 20 years of experience leading community-based research, evaluation, and implementation science initiatives. She is the principal investigator for the Research on Lowering Violence in Schools and Communities (ReSOLV) project, a five-year longitudinal study of the root causes of school violence and community, school, and individual capacities to address them. Here she answers some questions about the project.
24 May 2019
Initial Pay for Success (PFS) projects emphasized the selection of provider organizations with sufficient expertise and experience as well as an administrative capacity to support scale-up of adopted interventions. A number of questions emerge about readiness in PFS, which we address in these briefs.
22 May 2019
While teacher effectiveness has been a particular focus of federal education policy, and districts allocate significant resources toward professional development for teachers, these efforts are guided by an unexplored assumption that classroom practice can be improved through intervention. This study examines the question of responsiveness by conducting a meta-analysis of randomized experiments of interventions directed at classroom practice.
22 May 2019
Q & A
Every spring, the National Center for Education Statistics releases an omnibus report, The Condition of Education. In this Q&A, Jijun Zhang, a senior research analyst at AIR who has worked on this report for a decade, explains how it is compiled, who uses it, and what it can tell us about the state of education—both today and over time.
20 May 2019
Q & A
David Osher is a leading expert in violence prevention, conditions for learning, school safety, and social and emotional learning. The principal investigator on three national centers, he has written and edited various books and articles, including Creating Safe, Equitable, Engaging Schools: A Comprehensive, Evidence-Based Approach to Supporting Students, with fellow AIR experts Deborah Moroney and Sandra Williamson.
20 May 2019
How has the U.S. education system changed over time? What are the characteristics of students and teachers? How does the U.S. education system compare with others around the world? The annual Condition of Education provides data and information on these questions and much more.
17 May 2019
Making the world a better and more informed place drives AIR board members, fellows, and staff. These recent books examine pressing issues in depth, drawing on the best research available to understand complex challenges and offer practical solutions.