ESSA Co-Pilot: Implementing Your State's Plan
AIR’s ESSA Co-Pilot provides information on key topics to help you implement your state's plan.
January 17, 2019 - NDTAC Guide: Meeting the Literacy Needs of Students in Juvenile Justice Facilities, Second Edition. In this update to the 2010 Literacy Guide, strategies are provided for increasing opportunities for students in juvenile justice facilities to improve their literacy skills. This guide continues to build upon the research-based recommendations and strategies that the National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or at Risk provided in the 2010 guide and is designed to help improve life-long literacy outcomes for the students.
January 15, 2019 - Effective Like Me? Does Having a More Productive Mentor Improve the Productivity of Mentees? Does working with a more effective mentor improve the productivity of mentees? This paper explores whether a key aspect of apprenticeships, the effectiveness of the mentor who supervises the apprenticeship, is predictive of the labor market productivity of mentees. Using a database of student teaching assignments, CALDER addresses the question of whether placement with a more effective mentor teacher during these apprenticeships impacts the effectiveness of student teachers who become teachers themselves.
January 8, 2019 - Developing New Indices to Measure Digital Technology Access and Familiarity. The National Assessment of Educational Progress (NAEP) is in the process of transitioning from being a paper-based assessment (PBA) to a digitally based assessment (DBA). An important issue is the degree to which all children are ready for the move and whether any of NAEP’s reporting subpopulations are being disadvantaged by the transition.To investigate, AIR developed a new set of survey items measuring access to, familiarity with, and self-efficacy for digital technology.
January 7, 2019 - Collective Bargaining and State-Level Reforms: Assessing Changes to the Restrictiveness of Collective Bargaining Agreements Across Three States. Many of the policies that regulate in-service personnel are governed by collective bargaining agreements (CBAs), i.e., the binding agreements negotiated at the local level between teachers’ unions and school boards. In this paper, CBAs are compared in three states at two points in time: before and after substantial reforms in Michigan and Washington impacting collective bargaining, and in California where there were no major statutory changes affecting CBAs.