AIR developed this second edition of the National Evaluation and Technical Assistance Center for the Education of Children and Youth Who are Neglected, Delinquent, or At Risk’s Transition Toolkit.
Experts from AIR will lead and participate in several presentations at the Council for Exceptional Children’s 2020 Special Education Convention and Expo, which will be held Feb. 5-8 at the Oregon Convention Center in Portland, Oregon. The annual convention is one of the nation’s largest gatherings of special education researchers, ...
The death of George Floyd, along with racial inequities exacerbated by the global coronavirus pandemic, pushed racial justice issues to the forefront of our conversations in 2020. Sarah Caverly and David Osher discuss the effects on education, using the Austin Independent School District as an example of how a school ...
Using extant data provided by the Pennsylvania Department of Education, AIR employed a comparative interrupted time series design to examine the impact of full-day kindergarten on student behavior and attendance in kindergarten as well as on their later reading and mathematics achievement in Grade 3. ...
Wehmah Jones is a principal researcher at AIR with over 18 years of experience designing, implementing and managing research projects that focus on improving the developmental, educational and health outcomes of youth and adult populations.
The Reauthorizing ESEA Pocket Guides are written by AIR experts to assist policymakers and educators as they consider changes to the Elementary and Secondary Education Act (ESEA).
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.
On July 30, 2015 AIR hosted an event examining the ways economic inequality can constrain young children’s learning opportunities. Guest presenter C. Cybele Raver will review the neuroscience of early socioemotional development in the context of toxic stress.
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.
This presentation was given by AIR staff to stakeholders in Oakland in 2016. It describes a strategy for city leaders and stakeholders to expand access to quality programs to 3- and 4-year-olds in the city, identifying the areas of highest need.