This report resulted from the systematic analysis undertaken by the NAEP Validity Studies Panel in 2001 to consider the domain of validity threats to NAEP and to identify the most urgent validity research priorities as that time.
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 ...
This paper considers three alternative approaches to setting performance standards (the predictive, the international benchmark, and the baseline normative approaches) and hybrid approaches that combine features across these three.
The expanded learning field continues to bring multiple stakeholders together to advance program quality and research. This article from the Journal of Expanded Learning Opportunities features a dialogue on the topic of program quality in expanded learning programs between Michael Funk, afterschool division director for the California Department of Education, ...
How can we better support young people as they learn the skills they need to succeed in school, work, and life? These resources focus on social and emotional development outside the classroom.
AIR partnered with Policy Analysis for California Education (PACE) and the Partnership for Children and Youth to create resources that help educators strengthen partnerships between expanded learning programs and schools; plan integrated whole child supports; and design in-person learning hubs.
The authors of this paper provide a summary overview of what is already known and what is needed to learn about item types for future NAEP assessments.
How can research inform and improve literacy in the U.S. and around the world? In honor of International Literacy Day 2018, Terry Salinger, PhD, AIR’s chief scientist for literacy research, answered this question and more.
Researchers, practitioners, policymakers, and funders are increasingly aware of the powerful potential for summertime experiences and the need to design, implement, and continuously improve summertime experiences for all.
As NAEP transitions from a paper-based to a digitally based assessment, the question arises: Are all children are ready for the transition—and would any of them would be disadvantaged by it? To investigate these issues, AIR developed a new set of survey items related to digital technology for the 2015 ...