AIR’s postsecondary CBE research is aimed at building evidence about CBE’s efficacy and providing tools to program leaders and researchers to support research, evaluation, and continuous improvement efforts.
Since 2007, the MTSS Center has been a national leader in supporting states, districts, and schools across the country in implementing tiered support systems that address students’ academic, behavioral, social, and emotional needs.
The AIR Equity Initiative works to build relationships that inform and extend the reach and impact of our work. Through engagement and communication activities, we invite dialogue, encourage action, and develop relationships to forge meaningful paths forward.
States and districts can support successful transition from secondary to postsecondary education and career pathways by ensuring academic standards are meaningful for all students and aligned with postsecondary entrance requirements. The following resources from the CCRS Center highlight some strategies such as competency-based education that states and districts can consider ...
The Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center’s primary objective is to partner with states to provide opportunities to learn for teachers and leaders.
2021 has been a year of celebration, growth and commitment for AIR. We invite you to learn more about our mission-focused work by scrolling through this “year-in-review” report and by exploring our website. We look forward to the opportunities that lay ahead to make a difference in 2022, and beyond.
In 2021, AIR launched the AIR Equity Initiative, a five-year, $100M+ investment in behavioral and social science research and technical assistance to address the underlying causes of systemic inequities and to increase opportunities for people and communities. Meet AIR's Equity Initiative Team.
AIR contributes to the research base about what works for ELs by conducting rigorous studies focused on teaching and learning. Our experts also evaluate federal, state, and district policies and programming that affect ELs and craft evidence-based recommendations related to these policies and programming. ...
Core competencies are the capabilities that are critical for afterschool staff to deliver high quality programs. These competencies are intended to set a foundation for professional development, provide opportunities for career advancement, and inform program quality and continuous improvement.