AIR’s evaluation of the program, which was designed to improve the processing and disposition of serious juvenile offenders for four jurisdictions across the country, focused on the program’s effects on file charges, case processing, and case outcomes.
AIR's research on disability and employment not only highlights workplace challenges that adults with disabilities and employers face, but seeks to offer solutions. Michelle Yin provides an overview of AIR's work on this topic.
Interventions and protections for employees with cancer have increased as their numbers in the workforce have grown. Kathleen Murphy talks about how employees with cancer can access different interventions and protections, such as those in the Americans with Disabilities Act.
This series of monographs addresses the issues of youth with cognitive or behavioral disabilities and their experiences in the juvenile justice system. Staff in the system can better serve these children by receiving support in understanding these issues.
Exclusionary school discipline policies once instituted to prevent serious infractions have crept into discipline practices for minor issues. Youth who participated in a roundtable on the subject contend that it limits opportunities to learn and compromises academic achievement; is applied disproportionately and subjectively; and deprives students of the ...
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.
Over the past two decades, the number of young women entering the juvenile justice system has steadily increased. In this video interview, Karen Francis, AIR principal researcher, talks about how the juvenile justice system can best respond to girls’ unique needs and experiences.
The purpose of this research grant is to use data from the 2007 School Crime Supplement to the National Crime Victimization Survey to examine the self-protective behaviors exhibited by victims of bullying.
The limited available research suggests that students with a disability are less likely to enroll in and complete college than students without a disability; however, this research draws primarily on surveys with voluntary responses and often with a small sample size. This study offers new evidence to inform policies and ...
Zero-tolerance school policies that remove youth from the classroom are resulting in an increasing number of students failing to complete high school, and in unnecessary involvement in the juvenile justice system. AIR has developed an evidence-based framework to address the issue across educational settings. ...