AIR is convening a network of communities from California, Florida, New York, Tennessee, Texas, and Washington that want to develop community-based research-practice partnerships in order to focus educational improvement efforts after the pandemic.
Parents and students want to know: Who or what is to blame for the skyrocketing (up 50 percent in 10 years) cost of a college education? In this blog post, Donna Desrochers delves into a new analysis from AIR’s Delta Cost Project that breaks down staffing and compensation changes ...
The COVID Equity in Education Technical Working Group (TWG) includes national experts dedicated to addressing inequities, especially in communities serving Black and Latino students and students experiencing poverty.
In 2014, the Midwest Comprehensive Center facilitated the meetings of a task force focused on closing achievement gaps in Wisconsin. The center worked in partnership with the Department of Public Instruction to help task force members identify relevant strategies used within their schools and districts. The work culminated in this ...
As more students return to in-person learning, education leaders are working not only to rebuild school communities and help students transition but also to address gaps in learning resulting from COVID-19 disruptions.
U.S. businesses are facing challenges filling so-called “middle-skills” jobs in trades, telecommunications, health care, IT, and similar professions. Career and Technical Education (CTE) is an existing and promising pathway that can address this gap.
Attaining some kind of college degree is the surest way to improve one’s earnings in the United States. But many college students earn credentials with little labor market value or don’t attain any credential at all. Many—especially in our community colleges—could get into better colleges than they end up attending. ...
In this blog post, published as part of the work of the Midwest Comprehensive Center, Marguerite Huber discusses an effort to create a centerpiece of support for teachers and districts implementing Minnesota state standards.
In 2014, the San Francisco Unified School District (SFUSD) moved away from a state-supported policy that placed all Grade 8 students in Algebra I due concerns about poor student outcomes and growing achievement gaps. A new policy and practice brief from the California Collaborative on District Reform, an initiative of ...
This brief highlights recent trends in athletic and academic spending at public Division I colleges and universities, which show that athletic departments spend far more per athlete than institutions spend to educate the average student—typically three to six times as much.