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 ...
A new research brief released by the U.S. Department of Education’s Institute of Education Sciences documents states’ capacity to support school turnaround as of spring 2012 and spring 2013. The brief, the result of a collaboration between experts at AIR and Mathematica Policy Research, found that at least three-quarters of ...
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.
For educators and employers, understanding the knowledge, attitudes, and skills that ultimately contribute to success in school, work, and life is a priority. Over the past decade, afterschool programs have focused on preparing young people for the workforce by developing good work habits and a strong work ethic; this brief ...
As part of the transition to an entirely digitally based assessment (DBA), new types of NAEP items have begun to be developed that leverage the DBA environment to measure a wider range of knowledge and skills, including science scenario-based tasks that are the focus of this report.
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.
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.