The National Center on Intensive Intervention's mission is to build district and school capacity to support implementation of intensive intervention, or data-based individualization, in reading, mathematics, and behavior for students with severe and persistent learning and/or behavioral needs.
As more students return to in-person learning, education leaders are working not only to rebuild school communities and help students transition but also to address gaps in learning resulting from COVID-19 disruptions.
One objective of the U.S. Department of Education’s School Improvement Grants and Race to the Top program is to help states enhance their capacity to support the turnaround of low-performing schools. This brief documents states’ capacity to support school turnaround as of spring 2012 and spring 2013. It examines capacity ...
The Native American and Alaska Native Children in School discretionary grants program aims to reduce the persistent achievement gap between Native American and Alaska Native youth and their peers in reading and English language arts and college readiness in reading. This qualitative study examined the types of activities grantees funded, ...
Monique M. Chism, Ph.D., a vice president for technical assistance, leads AIR’s six federally funded comprehensive and content centers and District and School Improvement portfolios. Prior to joining AIR, she served as deputy assistant secretary for policy and programs in the Office of Elementary and Secondary Education at the U.S. ...
Every year, the Federal Interagency Forum on Child and Family Statistics releases an annual report, America’s Children: Key National Indicators of Well-Being. AIR subject matter experts have identified some interesting findings from several indicators in the 2019 report’s education domain and explain why they matter. ...
Recent research shows that while the overall achievement gap between African-American and white males is narrowing, the rate of progress is glacial. In this blog post, Peter Cookson discusses the President's "My Brother's Keeper" initiative and what needs to be done to make it a success.
This fourth and final brief in the California Collaborative on District Reform series examines how the Fresno-Long Beach Learning Partnership uses data to inform work across and within the districts. The Partnership is a collaboration that aims to improve student outcomes, accelerate achievement for all students, and close achievement gaps ...
The ACCELL approach includes methods, resources, and tools to help teachers across the subject areas scaffold core content for ELs. ACCELL was strategically developed from the ground up to align with college and career ready standards.
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.