Dia Jackson supports states, school districts, and educators with multi-tiered systems of support and special education best practices. In this Q&A she talks about how she uses evidence to help teachers understand student needs and why it's important to study education and equity in tandem.
Among the benefits of going to college are higher employment rates, higher earnings, and healthier lifestyles. Yet many young people who enroll in college don’t make it to graduation day. In a RISE webinar, Rachel Dinkes and Audrey Peek highlighted key findings and implications from Organization for Economic Cooperation and ...
AIR Institute Fellows Doug Fuchs and Lynn Fuchs have been awarded the 2021 Harold W. McGraw, Jr. Prize in Education from the University of Pennsylvania Graduate School of Education and the McGraw Family Foundation. The prize was established in 1988 to celebrate innovation in education by recognizing individuals who have ...
This study compares the mathematics frameworks and item pools used in the National Assessment of Educational Progress (NAEP) with the Program for International Student Assessment (PISA) and vice versa. In addition to that, differences in item features between the two assessments are described.
The Ohio Department of Education recently awarded AIR a contract to identify and cost out best practices for providing services to students with disabilities. In addition to informing Ohio on how its special education funding policy might be improved, this work also relies on AIR’s technical assistance expertise to support ...
The Wisconsin Department of Public Instruction contracted with AIR to provide a comprehensive evaluation of its Culturally Responsive Education for All: Training and Enhancement (CREATE) initiative during its first three years of implementation. AIR employed a qualitative case study design to assess program implementation and to determine the effect participation in ...
This report describes how the education system in the United States compares with education systems in the other G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom.
Now in its fourth phase, Global Communities is focusing on strengthening the capacity of program stakeholders to sustain previous Food for Education program achievements in 231 schools in the Dodoma and Mara regions of Tanzania. AIR is conducting the project evaluation for the fourth phase of the project (2022-2027). ...
Of the approximately 175 countries on the World Bank’s Human Capital Index, Burkina Faso scores among the lowest, with more than 40 percent of the country’s population living below the national poverty line. In response to recurrent food crises, high levels of malnutrition, and low and unequal levels of education ...