In the social and emotional learning field, multiple assessment issues—from the complexity, validity, and reliability of measures, to the use and interpretation of results—baffle even the most experienced researchers. AIR and CASEL convened 28 practice leaders from across the country to understand how they are implementing, assessing, and refining their ...
The initiatives to enhance adult learning program accountability and assessment systems of the following states are described in this paper: Colorado, Connecticut, Delaware, Florida, Georgia, Iowa, Kentucky, Oregon, Texas, Washington, West Virginia.
The purpose of this research grant is to use data from the 2007 School Crime Supplement to the National Crime Victimization Survey to examine the self-protective behaviors exhibited by victims of bullying.
This linking study shows that NAEP Grade 4 reading achievement levels are higher than the PIRLS international benchmarks, providing one piece of validity evidence that NAEP results are internationally competitive.
On March 11, 2020, the World Health Organization declared the coronavirus outbreak a pandemic. Throughout the pandemic, AIR has been a source of evidence-based information on the various complexities of this crisis, and has conducted research to learn more about the effects of the pandemic on students, patients, and workers ...
Have you ever wondered what social and emotional skills look like in practice? If so, watch this whiteboard animation that follows a student throughout her day and ways in which she applies her social and emotional skills.
Many Egyptian students are missing out on foundational literacy skills in the early grades while older students are being passed along into the upper grades without having acquired such skills. In this video, AIR literacy specialist Rebecca Stone talks about how AIR developed a remedial reading and writing program and ...
The second of three guides that address the 1997 Amendments to IDEA as they relate to the issue of functional behavioral assessment and positive behavioral interventions and supports.
This third monograph, addressing the 1997 Amendments to IDEA, discusses how to use the information gathered during the functional behavioral assessment process to develop and implement positive behavioral intervention plans that address both the short- and long-term needs of the student.