20 Dec 2017
Spotlight

A Network of State Support for Educators

AIR works with states to bridge research and practice in education, ensuring all children have access to evidence-based teaching and learning

To ensure that all children—regardless of race, ethnicity, family income, or zip code—have access to a high-quality education, the U.S. Department of Education funds a network of support for states that extends down to the district and school level.

Through the national Comprehensive Centers Program and Regional Education Laboratories (RELs), AIR is building states’ capacity to support their districts and schools—and ultimately improve teaching and learning for all students, including special populations such as English learners and those with special needs.

Image of student in classroomRegional Comprehensive Centers and Content Centers

Comprehensive centers provide technical assistance to states to build their capacity to assist their districts and schools with student achievement. Regional Comprehensive Centers are embedded in their regions and provide support to states in their implementation of federal school improvement programs and initiatives. Content Centers provide in-depth knowledge and expertise in specific content areas. Learn more about AIR's Comprehensive and Content Centers.

Regional Education Laboratories

The Regional Educational Laboratory (REL) program has significantly advanced the quality and reliability of available evidence through its focus on producing and disseminating high quality, rigorous research. RELs serve the education needs of designated regions, using applied research, development, dissemination, and training and technical assistance, to bring the latest and best research and proven practices into school improvement efforts. Learn more about AIR's work with RELs.

State Success Stories

Image of female student with teacher
8 Aug 2017
In the Field

North Carolina Partnership Supports Stronger Teaching for English Learners

With 100,000 English learners spread across more than 2,500 schools and more than 130 charter schools in 115 school districts, the North Carolina Department of Public Instruction needed to ensure that teachers of ELs received the latest professional development available. State officials instead relied on a select group of teachers to train other educators within their regions. This support network of teacher-trainers delivered professional development locally, increasing the Department’s capacity to reach schools and students throughout the state.
Image of young male student at a desk
8 Aug 2017
In the Field

Sharing Lessons From Reward Schools to Improve Learning in Texas

Decades of research have shown the harmful effects of poverty on student performance. Title I schools in Texas face particular challenges, including high rates of students living in poverty, high student mobility, and large proportions of English learners. Working closely with the Texas Education Agency, the Texas Comprehensive Center set out to answer this question and share lessons learned to benefit students throughout the state.
7 Feb 2017
In the Field

Reducing School Suspensions and Expulsions in Michigan

Statewide suspension rates in Michigan were high, and discipline policies in many schools were in direct conflict with its priority of reducing barriers to learning. With support from the Great Lakes Comprehensive Center, the Michigan Department of Education formed the Michigan School Discipline Task Force in 2013, to develop a model policy on reducing suspensions and expulsions using alternative discipline strategies; a revised model student code of conduct; and an online toolkit for schools and districts on how to implement the new policy and code.
1 Dec 2016
Report

Strategies for Estimating Teacher Supply and Demand Using Student and Teacher Data

Every year the U.S. Department of Education reports for each state in the country the grade levels, subject areas, and geographic areas that have experienced teacher shortages. By law the Minnesota Department of Education must conduct a multimethod teacher supply and demand study every two years. This report, a joint effort of the Midwest Educator Effectiveness Research Alliance and REL Midwest, describes the steps in more detail, emphasizing the methods for addressing each research question.

Further Reading