On February 23, 2023 AIR held a webinar to discuss what readiness is and why it matters, and to hear from OST leaders who are integrating readiness thinking and tools into their work. Participants had the opportunity to hear from researchers at AIR about AIR’s new, free resource, the Ready ...
AIR believes that personalized learning efforts must have critical foundational elements, build in the relevant essential hallmarks, and opportunities to amplify learning with technology. Our approach to personalized learning draws upon our rigorous research base and strong field experience in facilitating educational system change efforts across the nation and globe. ...
Washington is taking a close look at Title II, Part A (Title IIA) of the Elementary and Secondary Education Act (ESEA) as Congress debates reauthorization. A new Title IIA would make certain that state, district, and school leaders have the capacity required to manage professional development activities and resources 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.
AIR’s work in civic learning draws on the diverse content and methodological expertise of AIR staff and the collaborations we form with clients and partners. Our research and technical assistance cuts across several areas of civic learning.
Developing a more integrated service delivery system requires expanding supports and opportunities to meet the needs of students and families. The 21st CCLC-funded programs involved in our study relied on a variety of strategies to meet this goal.
The American Institutes for Research (AIR) has issued a policy brief summarizing the findings of its research on structuring instructional resources and practices for full-day kindergarten programs to increase children's reading achievement and better prepare them for first grade.
In 2022, AIR, with support from the Charles Stewart Mott Foundation, initiated a three-year study to explore how 21st CCLC programs are working with other school- and community-based programs to help create more integrated service delivery systems for students and families that experience poverty.
One of the four pillars of the No Child Left Behind (NCLB) Act is “Proven Methods” or, in other words, “doing what works.” Since 2002, the Institute for Education Sciences has been sharing what works in education with the field through its What Works Clearinghouse (WWC). However, knowing what works ...
AIR experts co-authored and conducted the analysis for “Operational Authority, Support, and Monitoring of School Turnaround,” a research brief examining low performing schools that receive federal School Improvement Grants. The study looks at school operational authority, state and district support for the turnaround effort, and state monitoring of school turnaround ...