The National Reentry Resource Center (operated by AIR from 2019-2023) supported the provision of a comprehensive response to the adults and juveniles who leave prisons, jails and juvenile residential facilities and return to their communities with support from the Second Chance Act.
This toolkit provides information, program descriptions, and links to important resources that assist juvenile detention facilities and other organizations in designing effective mentoring programs for neglected and delinquent youth, particularly those who are incarcerated.
Alignment between apprenticeship and workforce development systems benefits both systems, as well as their business and job seeker customers. This brief identifies the key dimensions of alignment, shares promising practices, and provides a checklist to assess and strengthen alignment.
The science of learning and development (SoLD) is a cross-disciplinary body of knowledge that describes how people learn and develop. AIR is part of the SoLD Alliance, which serves as a resource to connect and support leaders in research, practice, and policy to transform America’s education systems and achieve equity ...
Contributing and working alongside Native Nations, AIR has a deep commitment to engaging communities, fostering shared vision and values, building capacity, and developing strategic alliances to achieve sustainable systems change in Indian Country.
During the Bridges Toward Equity: Making Workforce Development Work for All roundtable event, a panel of AIR and community experts shared how stakeholders can work together to pursue an agenda to increase economic mobility and prosperity for the many Americans who are currently being left behind. Here are five of ...
Little is known about how the type and length of school suspensions are related to academic and nonacademic outcomes for disciplined students and their peers. AIR worked with the New York City Department of Education to investigate the effects of the type and length of exclusionary disciplinary responses on (a) middle and high ...
Georgia has long believed that work-based learning is the best vehicle to teach students employability skills. Learn more about Georgia’s approach to work-based learning standards and how its structure plays a part in the success of their program.
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.
To counter socioeconomic and structural challenges in low- and middle-income countries, governments, development agencies, and nongovernmental organizations have invested in different types of women’s empowerment collectives (WECs), including economic self-help group programs and women’s groups practicing participatory learning and action. ...