The Massachusetts Department of Elementary and Secondary Education Wraparound Zones (WAZ) Initiative is designed to create coordinated district systems that allow schools to proactively and systematically address the nonacademic needs of students. AIR conducted an evaluation of how well the WAZ Initiative achieved these goals, which found improvements in student ...
Students who fail Algebra I in their first year of high school are significantly less likely to graduate than students who succeed in the course. Recently, online learning has emerged as a popular strategy for providing students with the opportunity to recover course credit. This study investigated how to help ...
From India and Laos to school districts in California, our research, resources, and multimedia provide insight into a wide array of topics across the U.S. and around the world. Explore highlights from our 2017 work.
Failing high school algebra can have serious consequences, and students are increasingly turning to online courses to recover algebra credits. What happens when students try to make up algebra credits virtually instead of in a classroom setting? In this blog post, Kirk Walters shares new findings from a study comparing ...
Sophia Arredondo is a technical assistant specialist at AIR with experience in projects related to youth, family, and community development. She is responsible for providing specialized direct assistance and training to local educational agencies (LEAs) impacted by community violence to expand their capacity to implement community- and school-based strategies that ...
The National Center for Healthy Safe Children offers resources, training, and technical assistance to support states, tribes, territories, and local communities as they promote overall wellbeing for students and their families.
Singaporean students ranked first in the world in mathematics on the Trends in International Mathematics and Science Study (TIMSS)-2003; U.S. students ranked 16th out of 46 participating nations at grade 8. This exploratory study compares key features of the Singapore and U.S. mathematics systems in the primary grades, when students ...
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.
In 2014, the San Francisco Unified School District (SFUSD) moved away from a state-supported policy that placed all Grade 8 students in Algebra I due concerns about poor student outcomes and growing achievement gaps. A new policy and practice brief from the California Collaborative on District Reform, an initiative of ...
Far too many students see mathematics as a subject to be endured, rather than a subject of real-world importance and personal value. But when teachers use student-centered techniques to engage students in more active and authentic ways, they can transform math classrooms into lively learning environments in which students take ...