Contributing and working alongside Native Nations, AIR has a deep commitment to engaging communities, fostering shared vision and values, building capacity, and developing strategic alliances to achieve sustainable systems change in Indian Country.
This spotlight takes a look at the history of Title I, how the program has changed over time, and how it affects children, schools, families and education policy. Experts weigh in on the program's past and future in interviews, briefs, and blogs.
STEM degree production in the U.S. is not keeping pace with the demand for STEM talent. Women, racial and ethnic minorities, and persons with disabilities are underrepresented in the STEM disciplines—the largest untapped STEM talent pools in the United States.
Teacher shortages are widely reported across the United States. But is there more to the story? Research sheds light on the widely-debated questions of shortages, their causes, severity, and ways to respond.
Colleges and universities are relying heavily on contingent faculty to increase flexibility and reduce costs. These resources explore this trend to determine where contingent faculty are most often hired and savings actually result in lower overall costs.
As long as accountability systems have been in place, AIR has conducted research and evaluation on the design and implementation of these policies. Our work spans accountability activities from developing performance indicators to providing supports to districts and schools.
Since 2012, AIR has intentionally grown a strong portfolio of social studies education projects. AIR has supported more than 12 states, various U.S. territories, and 4 national organizations in the planning, revision, and implementation of social studies standards.