This paper is a contribution to test translation review. It provides a conceptual framework for the coding of translation errors, and provides some empirical evidence on the effect of translation errors on student performance.
Between 2012 and 2019, the response rate for the screener phase of the National Household Education Surveys Program declined. To find out why, AIR conducted a groundbreaking study and provided the National Center for Education Statistics with actionable information to combat this growing problem for the next survey administration in ...
The purpose of this paper is to 1) present a multi-methods approach of evaluating comprehensive school reform models, 2) describe the Comprehensive School Reform Quality Center’s standards for evaluating CSR effectiveness; and 3) provide pilot data and results from one comprehensive school reform model provider. ...
The intent of most employment equity analyses is to determine what the treatment of a protected group of employees would have been in the absence of discrimination. To be valid, those analyses have to take into account any legally relevant differences between the protected employees and a comparison group of employees. ...
Studies find that positive approaches to school discipline at all ages can actually improve students' academic performance, and those students are less likely to become involved in the juvenile justice system or have need for behavioral services. These AIR resources support educators in their efforts to transform disciplinary practices in ...
AIR conducted this research review on college and career readiness indicators for partners at the Boston Opportunity Agenda. The indicators are based on students’ experiences during their years in high school.
The Oregon Department of Education (ODE) contracted with AIR to conduct an independent assessment and analysis of the fiscal and operational efficiency of the State of Oregon’s Early Intervention and Early Childhood Special Education (EI/ECSE) and Regional Low Incidence Programs.
AIR conducted a review of key literature in 2011-12 exploring the measurement of teacher practice and student learning in arts-integrated settings through a project funded by the Department of Education and offered by the Wolf Trap Foundation for the Performing Arts.
When teachers learn, students learn. For decades, AIR has conducted studies of teacher professional learning and helped practitioners use evidence to develop, implement, test, and scale professional learning programs.