This report presents national- and state-level data on student enrollment by grade and by race/ethnicity within grade, the numbers of teachers and other education staff, and several student/staff ratios for the 2008-09 school year.
Between 2009 and 2010, seven Midwestern states—Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin—passed significant legislation addressing teacher preparation, licensure, and evaluation. AIR conducted a review of this legislation, analyzing each state’s system for developing, recruiting, and retaining effective teachers and leaders. ...
The third edition of School Restructuring: What Works When—A Guide for Education Leaders provides information for school and district leaders to choose the intervention model that will work best to improve their schools.
This November 2011 study, written by experts with AIR for the California Comprehensive Center at WestEd, attempts to define turnaround schools in California, both what constitutes low-performing or failing schools and what constitutes turnaround or success for these schools.
This PowerPoint presentation, prepared for the Fall 2011 Society for Research on Educational Effectiveness conference, accompanies the research paper, The Impact of Indiana’s System of Benchmark Assessments on Mathematics Achievement. The objectives of the study described include the following. ...
This report uses data from the Progress in International Reading Literacy Study (PIRLS) on fourth-grade teachers’ reading instruction practices and strategies.
This report uses data collected as part of the Common Core of Data (CCD) and presents findings associated with public high school graduation and event dropout counts for school year 2008–09.
Although ESSA defines what is meant by evidence-based interventions, districts are responsible for selecting and implementing the strategies that are best aligned to their school needs. This guide was developed to support state and district leaders in identifying and working with external partners.
This contract is part of the development of the Guide for Selecting and Adopting Evidence-Based Practices for Children and Adolescents with Disruptive Behavior Disorders, funded by the Substance Abuse and Mental Health Services Administration's Center for Mental Health.