Equity in Education

For low-income and minority students, education is the key to success and upward mobility. But evidence has shown in past decades that education has not been acting as the Great Equalizer. AIR's work covers a broad range of equity issues in education, through initiatives including the Equity Project, the Breakthroughs in Education and Social Mobility Research Speaker Series, and the Center for Education Equity (CEE) at the Mid-Atlantic Equity Consortium (MAEC), one of four regional equity assistance centers funded by the U.S. Department of Education. Led by MAEC in partnership with AIR and WestEd, CEE promotes equal educational opportunities and addresses problems in public schools caused by segregation and inequities.

Latest Work

Project

Research, Evaluation, and Technical Assistance for the 21st Century Community Learning Center (CCLC) Program

Through the Department of Ed’s Office of Academic Improvement, the 21st CCLC program “supports the creation of community learning centers that provide academic enrichment opportunities during non-school hours for children.” AIR researchers and technical assistance consultants have a unique connection to and history of making contributions to the program.
Project

Cost Analysis Standards Project (CASP)

To advance the production of high-quality information on the economic costs and benefits of implementing educational and other social programs, experts from AIR, the University of Pennsylvania, and Columbia University convened a panel of experts in designing and conducting economic evaluations of educational and social programs to develop the Standards for Economic Evaluation of Educational and Social Programs. The intent of the standards is to make clear for researchers, funders, and consumers of research what constitutes rigorous economic evaluations of educational and social programs.
Image of kids running outside school, wearing masks
12 Apr 2021
Q & A

How Expanded Learning Programs and Schools Work Together to Support California Students During the COVID-19 Pandemic

AIR partnered with Policy Analysis for California Education (PACE) and the Partnership for Children and Youth to create resources that help educators strengthen partnerships between expanded learning programs and schools; plan integrated whole child supports; and design in-person learning hubs. In this Q&A, AIR Researcher Femi Vance describes the interconnected nature of these concepts and programs and their connection to equity.
7 Apr 2021 | 3:00 PM - 3:45 PM
Event

Addressing Equity Through Social and Emotional Learning

The U.S. education system faces many challenges, though perhaps the most pressing are the COVID-19 pandemic and inequities in learning opportunities, experiences, and outcomes. There is growing evidence from the science of learning and development that can help us address these daunting challenges. AIR hosted a webinar on Wednesday, April 7, 2021 to demonstrate how one evidence-based approach—social and emotional learning—can help us advance educational equity.
Image of quote by Drew Atchison
15 Mar 2021
Q & A

School Funding Evaluation Focuses on Equity for Students—and Taxpayers

AIR’s most recent study of school funding in New Hampshire, a collaboration with the Carsey School of Public Policy at the University of New Hampshire, exemplifies how conventional and novel research methods can provide states with a deep understanding of the impact of school funding on student success. In this Q&A, AIR Principal Research Economist Jesse Levin and Senior Researcher Drew Atchison explain the findings and implications for New Hampshire—and for other states committed to equity.
3 Mar 2021
Spotlight

AIR's Community Schools Work

Community schools serve as service hubs in their neighborhoods and communities, uniting families, educators, and community partners to accelerate equitable student outcomes in health, education, and employment. AIR’s community school experts work with education agencies, schools and districts, universities, and other stakeholders to promote student growth and development by removing barriers to learning and providing access to new, integrated learning opportunities to support whole child development.
Image of report cover
24 Feb 2021
Report

U.S. National and State Trends in Educational Inequality Due to Socioeconomic Status: Evidence from the 2003–17 NAEP

This study examines the trends in educational inequality due to family socioeconomic status (SES) in the United States both at the national level and at the state-level. Specifically, the study focuses on the changes in achievement gaps between high and low SES students between 2003 and 2017 with an additional emphasis on performance trends of low-SES students over time.
Image of RPAs in Austin
25 Jan 2021
In the Field

Why a System Level Approach is Needed to Counter Racism Within the Education System

The death of George Floyd, along with racial inequities exacerbated by the global coronavirus pandemic, pushed racial justice issues to the forefront of our conversations in 2020. Sarah Caverly and David Osher discuss the effects on education, using the Austin Independent School District as an example of how a school district addressed issues of persistent racism at the system level.
15 Jan 2021
Spotlight

Spotlight on the Science of Learning and Development

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 and excellence.
13 Jan 2021
Report

Examining the Educational Spillover Effects of Severe Natural Disasters: The Case of Hurricane Maria

While debates about cross-border migration remain a contentious topic of debate in developed countries, there is growing concern about increasing rates of internal migration driven by climate change. This study examines the effects of internal migration driven by severe natural disasters on students in host communities, and the mechanisms behind these effects, using the large influx of migrants into Florida public schools in the aftermath of Hurricane Maria.
Illustration of AIR expert Karen Francis
12 Jan 2021
Q & A

Meet the Expert: Karen Francis

Karen Francis, Ph.D., leads AIR’s Office of Diversity and Inclusion, where she provides organizational guidance and management around AIR’s diversity, equity, and inclusion (DEI) strategy and implementation. A medical sociologist by training, she is the chair of AIR’s Diversity and Inclusion Council and leads AIR’s Cultural and Linguistic Competence Workgroup.
Project

The Leaders We Need Now Study

Now more than ever, school principals are vital to student development, school safety, and educational equity. The National Association of Elementary School Principals and AIR have launched the Leaders We Need Now study to examine how principals’ work has changed—and needs to shift—in 2021 and beyond.
Project

Full-Service Community Schools Grant Evaluation for Chicago Public Schools

Through Full-Service Community Schools , students, their families, and the local community can receive academic, social, and health services, which can contribute to better educational outcomes for students. Starting in 2021, AIR will conduct an evaluation of the implementation of the FSCS initiative focusing on understanding implementation of the initiative and an impact analysis of how students benefit from attending a full-service community school.
Project

Chicago Public Schools Sustainable Community Schools Evaluation

The Sustainable Community Schools (SCS) strategy administered by Chicago Public Schools is unique in its focus on enhancing school-day instruction and supports. AIR will work in partnership with the diverse stakeholders associated with the SCS initiative to determine the degree to which the SCS model is aligned with these essential elements, whether the model is being implemented with fidelity, and the impact that the SCS model is having on students, their families, school staff, and the broader school community.
Image of students at computers with masks
7 Dec 2020
Spotlight

Computer Science for Educators and Students

AIR has built a strong portfolio of computer science (CS) projects through our CS@AIR initiative. We support more than a dozen projects—all with a focus on ensuring that every student gets access to a high-quality computer science education.
3 Dec 2020 | 4:00 PM - 5:30 PM
Event

Supporting College Enrollment and Completion for Students With Disabilities

Research suggests that students with a disability are less likely to enroll in and complete college than students without a disability. Join REL Southwest on Thursday, Dec. 3 at 4 p.m. EST to learn about the importance of providing targeted services for students with disabilities to transition to and be successful in postsecondary education.
23 Nov 2020
Report

College Enrollment and Completion among Texas High School Graduates with a Disability

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 research about how to serve students with a disability in postsecondary education.
17 Nov 2020
Brief

Why They Stay: Teach For America Alumni in Eastern North Carolina Rural Schools

Teach for America’s theory of change centers on leadership and partnerships with broad and diverse coalitions to change systems that perpetuate educational inequity. This study was commissioned to gather alumni perspectives about their work and impact in a small, purposeful sample of rural communities in Eastern North Carolina.
Image of middle school students working on science project
2 Nov 2020
Q & A

A Quick Word with Jill Young on the Readiness Projects

The Readiness Projects—a partnership of the Forum for Youth Investment, the National Urban League, and AIR—advances work informed by science and grounded in practice. In this Q&A, Jill Young, senior researcher at AIR, discusses how the Readiness Projects can support equitable opportunities for thriving youth.
1 Nov 2020
Spotlight

Spotlight on Personalized Learning

AIR believes that personalized learning efforts must have critical foundational elements, build in the relevant essential hallmarks, and opportunities to amplify learning with technology. Our approach to personalized learning draws upon our rigorous research base and strong field experience in facilitating educational system change efforts across the nation and globe.
teenager talks about exclusionary discipline
1 Nov 2020
Spotlight

Exclusionary School Discipline

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 our nation’s schools. We also hear from the students themselves.
Image of teacher with mask kneeling to help student in mask
27 Oct 2020
In the Field

Three Strategies to Help States Elevate Educational Equity

While the road to achieve equity in education has always been challenging, the COVID-19 global pandemic has further complicated these efforts. Through AIR’s work with eight states as part of the U.S. Department of Education’s comprehensive center program, we are learning more about which strategies are showing promise. Here are three.
23 Oct 2020
Spotlight

Addressing Challenges and Elevating Opportunities in Rural Education

Rural school districts, educators, and students have different experiences than their urban and suburban counterparts. The Regional Educational Laboratories (RELs) are designed to help fill this gap. These labs, which are funded by the Institute of Education Sciences in the U.S. Department of Education, serve as research alliances that examine and address high-priority regional needs, such as college and career readiness, educational equity, and teacher preparation and performance.
1 Oct 2020
Blog Post

Bread and Roses Too

COVID-19 has amplified inequities and mental health needs, with disproportionate effects on marginalized people and communities. All humans deserve to thrive—socially, emotionally, cognitively, physically, economically, and spiritually. In this blog post, David Osher and Jill Young propose a more robust conceptualization of equity—one that incorporates thriving and addresses human learning and development across all life spaces and over the life course.
Image of students at computers with social distancing and masks
10 Sep 2020
In the Field

Promoting Digital Equity and Opportunity in the Time of COVID-19

Often, strategies to provide equal access to technology and the internet involve simply providing people with devices. AIR's Trent Sharp explains why this could be short-sighted.
Young children arm in arm
5 Sep 2020
Spotlight

Building Safe, Engaging, and Equitable Schools

There are no quick fixes or easy solutions to respond to the tragedies that have occurred in schools across the country—but there are evidence-based ways to change school environments so that students and teachers feel safer.
Image of high school student wearing a mask
24 Aug 2020
In the Field

Resources to Go Beyond the Basics and Support the Whole Child

Despite uncertainty about the start of the 2020-2021 school year, one thing is clear: Learning will take multiple forms and things will likely change as the school year progresses. AIR researchers created this resource for families and caregivers to help foster positive conditions for learning at home.
24 Aug 2020
Brief

COVID-19 and Whole Child Efforts: Reopening Update

Several national organizations have offered frameworks and resources for planning for the reopening school buildings closed due to COVID-19. Policymakers and practitioners will need a shared understanding of the common whole child terms and phrases as they plan and work to mobilize student supports. This resource provides definitions for key terms along with an analysis of the inclusion of these terms in the various reopening guidance documents.
Image of young girl learning at her laptop
20 Jul 2020
In the Field

Digital Accessibility: How Schools and Teachers Can Support Students with Disabilities in Remote Learning

Keeping an eye on issues of equity in remote learning environments can seem overwhelming, particularly when moving teaching and learning from the classroom to an online platform. Taking the time to address digital accessibility has an overarching benefit: Universally designed and accessible learning materials can benefit all learners.
Project

Resource Series: Expanded Learning Partnerships for the Whole Child During COVID-19 and Beyond

The start of the 2020–21 academic year illustrated the extent to which the COVID-19 pandemic has disrupted the lives of school-aged students and their families, and has heightened the need to catalyze the systems that support them. AIR partnered with Policy Analysis for California Education (PACE) and the Partnership for Children and Youth to develop three resources on how expanded learning providers, districts and schools across California have been working together to best meet the needs of students during this unprecedented time.
30 Jun 2020
Brief

Equitable Access to the Interpersonal and Intrapersonal Benefits of Deeper Learning

Recently, researchers at AIR found that students who attended schools that focused on deeper learning reported higher levels of collaboration skills, academic engagement, motivation to learn, and self-efficacy than similar students who attended comparison schools. In this brief, they used data from the Study of Deeper Learning: Opportunities and Outcomes to explore whether students’ opportunities for deeper learning are similarly beneficial for different types of students.
Image of interlocking colorful blocks
22 May 2020
Brief

Recognizing the Role of Afterschool and Summer Programs and Systems in Reopening and Rebuilding

The need for safety, support, and trusting, reciprocal relationships is especially important as we work to rebuild and return stronger than before COVID-19. This resource describes the role that afterschool and summer programs and systems can play and offers strategies for afterschool and summer programs and school leaders to work together in support of youth, families, and the community.
15 May 2020
In the Field

Isolated from Opportunity: Reflections on Brown v Board of Education 66 Years Later

May 17 marks the 66th anniversary of the historic 1954 Supreme Court decision in Brown vs. Board of Education. The court’s unanimous ruling outlawed racial segregation in public schools, citing a violation of the equal protection clause under the Fourteenth Amendment.
11 May 2020
Report

COVID-19 and the Squeeze on State Education Budgets: Equity Implications for New York State

AIR examined New York’s post–COVID-19 Enacted Budget and compared it to the Executive Budget, released in January, to understand the effect of COVID-19 on state aid received by districts, with a focus on how differences between the two budgets related to district poverty levels. Next, AIR conducted longitudinal analysis looking at education revenue per pupil over time in New York State by district poverty rates.
Project

National Survey of Public Education’s Response to COVID-19

To improve services to students and families, we need information on what districts and charter management organizations are doing and plan to do to address COVID-19. From mid-May through July 2020, we are asking school district and charter management organization leaders to respond to a nationally representative survey of school districts and charter management organizations—more than 2,500 in total—about the actions they have taken and the challenges they have encountered during the COVID-19-related school closures.
30 Apr 2020
Brief

Grading Policy in the Time of COVID-19: Considerations and Implications for Equity

Knowing that the current context is dramatically different than previous school years because of the COVID-19 pandemic, and that students’ access to learning from home varies, how should schools grade student performance? This brief from the California Collaborative on District Reform explores some of the policy options California districts and other states have pursued, as well as considerations and tradeoffs related to equity.
Project

The Readiness Projects: Leveraging Science to Support the Readiness of Youth, Adults, Systems, and Communities

Emerging findings from neuroscience, psychology, sociology illuminate the optimal human development periods—early childhood and adolescence—when we must act with intention and care. The Readiness Projects will bolster projects that support the readiness of youth, adults, systems, and community leaders by finding ways to test the utility of the learning sciences findings, to inform efforts to improve quality, to increase engagement, and to advance equity.
Project

Florida Community Partnership Schools Initiative Evaluation

Funded by the Florida state Legislature, the Community Partnership Schools (CPS) model aims to provide students and their families with access to a wide variety of learning opportunities and health and wellness supports. In partnership with the Center for Community Schools at the University of Central Florida, AIR is evaluating implementation of the CPS model and how it affects students.
Project

PROGRESS Center (Promoting Rigorous Outcomes & Growth by Redesigning Educational Services for Students with Disabilities)

The PROGRESS Center provides information, resources, and support for local educators and leaders responsible for the development and implementation of high-quality educational programs that ensure students with disabilities have access to free appropriate public education (FAPE) and that enables them to make progress and meet challenging goals
Image of young children looking at bugs in a field
23 Oct 2019
Q & A

Q&A: The Unique Assets and Challenges of Rural Education

As the Indiana State Liaison for REL Midwest, AIR Researcher Billie Day helps maximize opportunities for rural students, schools, and communities. She answered some questions about what assets and challenges affect rural education, some misconceptions about it, and her personal connection to the work.
Image of young teacher with students using magnifying glasses outside
14 Oct 2019
Brief

The Science of Learning and Development in Afterschool Systems and Settings

The SoLD Alliance is a collaborative effort to combine findings from diverse areas of research, from neuroscience to human development, into an integrated science of learning and development. It includes experts from AIR, EducationCounsel, the Forum for Youth Investment, Learning Policy Institute, Populace, and Turnaround for Children.
Image of AIR staff gathering before a tour of civil rights landmarks
30 Sep 2019
In the Field

Understanding Educational Inequality by Revisiting Civil Rights History

Educational equity means that all students, regardless of circumstances or location, have equal access to opportunities to succeed in the classroom and beyond. A group of AIR staff and clients participated in a civil rights learning journey across the South to better understand how the struggle for civil rights in the 1960s affects educational opportunities today.
26 Sep 2019
Blog Post

Addressing the Educator Pipeline Through Pathways and Partnerships

In this blog post, published as part of the work of the Midwest Comprehensive Center, Chris Times discusses how states can ensure that all students have access to excellent educators.
18 Sep 2019
Blog Post

Highlights from the America’s Children Report

Every year, the Federal Interagency Forum on Child and Family Statistics releases an annual report, America’s Children: Key National Indicators of Well-Being. AIR subject matter experts have identified some interesting findings from several indicators in the 2019 report’s education domain and explain why they matter.
9 Sep 2019
Blog Post

Increasing Equitable Access to Quality Instruction: The Minnesota Standards Portal

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.
4 Sep 2019 | 3:30 PM - 5:00 PM
Event

Navigating the Complexities of Equity: A Demo of the AIR BLAAC Book (Webinar)

On September 4, 2019, the Southeast Comprehensive Center offered a webinar, Navigating the Complexities of Equity. The webinar gave participants a first look at the AIR BLAAC Book, a compilation of resources inspired by the The Negro Motorist Green Book; grounded equity-related understandings, plans, and actions in local, immediate, and historical realities linked to human and civil rights; provided opportunities for state and local leaders to engage in dialogue aimed at addressing equity issues for school improvement and effective implementation of ESSA plans; and moved participants to take action for educational equity.
elementary children raising their hands excitedly
31 Jul 2019
Spotlight

Title I at 50: Past, Present, and Future

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.
5 Jun 2019
Blog Post

Promoting Equitable Education for American Indian Students

In this blog post, published as part of the work of the Midwest Comprehensive Center, Cora Goldston discusses how the Center has elevated the expertise of American Indian community members and state education agencies to support more equitable opportunities for American Indian students.
Image of woman next to a laptop displaying a map
11 Apr 2019
Video

Ensuring Educational Equity Through Accountable Leadership

Ensuring equitable access for all students is a persistent challenge in the education system. This video summarizes the Southeast Comprehensive Center's recent Equity Summit in Jackson, Mississippi, in which participants examined data on equity gaps in specific geographic areas.
5 Apr 2019
Guide

ESSA Key Resources: Selecting the Right Evidence-Based Practices

Evidence-based practices play an important role in ESSA. AIR experts have compiled a list of key resources to help education leaders choose the right evidence-based practice or program for your district or school and bring positive outcomes for their students.
5 Apr 2019
Guide

ESSA Action Guide │ Selecting Evidence-Based Practices for Low-Performing Schools

Evidence-based practices are commonly understood as those practices informed by research that lead to improved educational outcomes. This action guide offers education leaders three action steps to ensure the evidence-based practices they select meet ESSA requirements and fit their specific needs.
5 Apr 2019
Guide

ESSA Action Guides

Signed into law in 2015, the Every Student Succeeds Act (ESSA) is a commitment by Congress and the U.S. Department of Education to equal educational opportunity for all American students. As states continue to implement ESSA programs, AIR is providing a series of action guides to support and inform education leaders.
Illustration of Monique Chism
28 Feb 2019
Q & A

Meet the Expert: Monique M. Chism

Monique M. Chism, Ph.D., a vice president for technical assistance, leads AIR’s six federally funded comprehensive and content centers and District and School Improvement portfolios. Prior to joining AIR, she served as deputy assistant secretary for policy and programs in the Office of Elementary and Secondary Education at the U.S. Department of Education. She also brings experience from the Illinois State Board of Education, Learning Point Associates (now AIR), and her time as a teacher.
Image of staff member looking at Southern Poverty Law Center wall feature
25 Feb 2019
Spotlight

A Civil Rights Learning Journey

How does the civil rights movement of the 1960s continue to shape all aspects of society, including educational opportunities and outcomes for children? In November 2018, a group of AIR staff had the opportunity to better understand this legacy by participating in a civil rights learning journey across the South. The bus tour set the stage for an equity summit sponsored by AIR’s Southeast Comprehensive Center.
22 Feb 2019
Report

Status and Trends in the Education of Racial and Ethnic Groups 2018

Disparities in the educational participation and attainment of different racial/ethnic groups in the United States are well documented. This report profiles current conditions and recent trends in the education of students by racial and ethnic group.
3 Jan 2019
Q & A

Meet the Expert: Deborah Moroney

Dr. Deborah Moroney specializes in bridging research and practice, having worked as a staff member for out-of-school programs early in her career. She’s written practitioner and organizational guides; co-authored the fourth edition of “Beyond the Bell®, A Toolkit for Creating High-Quality Afterschool and Expanded Learning Programs,” a seminal afterschool resource; and co-edited Creating Safe, Equitable, Engaging Schools: A Comprehensive, Evidence-Based Approach to Supporting Students.
29 Nov 2018 to 30 Nov 2018
| 9:00 AM - 5:00 PM
Event

2018 Equity Summit - Accountable Leadership: Opportunities for Equitable Systems │Southeast Comprehensive Center

Ensuring equitable access for all students is a persistent challenge in the education system. The Southeast Comprehensive Center hosted an Equity Summit November 29–30, 2018, in Jackson, Mississippi, with the theme “Accountable Leadership: Opportunities for Equitable Systems.” Participants examined data on equity gaps in specific geographic areas and the role of education systems and leaders to create more equitable opportunities and outcomes. They also developed equity plans related to ESSA to implement in their states after the summit.
29 Nov 2018
Q & A

A Quick Word With: Courtney Tanenbaum

AIR Principal Researcher Courtney Tanenbaum describes the unique opportunities and challenges associated with The Title III Native American and Alaska Native Children in School (NAM) Program, which she and her colleagues evaluated.
Image of Jameela Conway-Turner
9 Nov 2018
Video

Long Story Short: Why Is Social and Emotional Learning Important for Equity in Education?

In this video, AIR researcher Jameela Conway-Turner discusses how social and emotional learning can improve student outcomes and how districts and schools can use it in their equity initiatives to support all students.
Image: Boy in wheelchair at desk
10 Jul 2018
Report

Fulfilling the Promise of IDEA

In the 40+ years since the Individuals with Disabilities Education Act (IDEA) was enacted, the law has changed the landscape for students with disabilities. This report is the result of a working meeting of special education experts and stakeholders held to consider the challenges and opportunities for strengthening special education services and improving student outcomes.
Image of smiling young Native American boy in tunnel
29 Jun 2018
Report

Study of the Native American and Alaska Native Children in School Program: FY 2011 and FY 2013 Cohorts

The Native American and Alaska Native Children in School discretionary grants program aims to reduce the persistent achievement gap between Native American and Alaska Native youth and their peers in reading and English language arts and college readiness in reading. This qualitative study examined the types of activities grantees funded, and the perceived benefits, challenges, and lessons learned that they experienced in implementing these activities.
22 May 2018
Brief

The Summer After Kindergarten: Children’s Experiences by Socioeconomic Characteristics

This Statistics in Brief analyzes student's participation in summer activities compared by two socioeconomic characteristics - household poverty status and parents' highest level of education. Data for socioeconomic characteristics was gathered from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 while data related to summer activity participation was collected from interviews with parents or guardians in the fall of 2011.
14 May 2018 | 3:00 PM - 5:00 PM
Event

From ESSA Plans to Implementation: A Look at Fifty State Plans and Opportunities to Advance Effective School Improvement

Are you still wondering what is in state ESSA plans? Or what might change in schools as a result? AIR and EducationCounsel met to discuss the trends across ESSA plans and what must come next to significantly improve outcomes for students among lowest-performing schools.
1 Apr 2018
Report

Study of Title I Schoolwide and Targeted Assistance Programs: Final Report

The schoolwide program and the targeted assistance program are two approaches related to the ideas established in the Elementary and Secondary Education Act that focused on funding being provided to assist low-achieving students in high-poverty schools. This study compares services and resources provided by each approach and the ways these approaches go about allocating their resources.
Project

Pittsburgh Public Schools Community Schools Evaluation

The Pittsburgh Public Schools (PPS) Community Schools initiative aims to support students, their families, and the broader school community by creating partnerships among district schools and community-based organizations and providers. AIR conducted an evaluation of the implementation of the Community Schools initiative in PPS with all five schools adopting the community schools initiative during the 2018–19 school year
26 Apr 2017
Brief

The Income Share Agreement Landscape: 2017 and Beyond

This final brief in a series about ISAs explores the current state of the income share agreement market and highlights opportunities and threats to expansion.
1 Mar 2017
Report

Postsecondary Education Expectations and Attainment of Rural and Nonrural Students

Prior research shows that rural students’ education expectations and aspirations, as well as their postsecondary enrollment and persistence rates, tend to be lower than those of nonrural students. This study aims to support policymakers and other stakeholders in the Regional Educational Laboratory (REL) Midwest states by informing policy recommendations for improving postsecondary attainment among rural students in the region.
Project

Study of California's Transitional Kindergarten Program

California's Transitional Kindergarten (TK) is intended to provide an additional year of early education for younger children, with the goal of promoting their success in school. The Heising-Simons Foundation and The David and Lucile Packard Foundation are partnering with AIR to study the impact of TK on children’s academic and social-emotional skills in kindergarten, and how these impacts are related to program quality characteristics.
8 Nov 2016 | 2:30 PM - 4:00 PM
Event

Strengthening School Partnerships with Native Families and Communities (Webinar)

On November 8, 2016, join the Regional Educational Laboratory (REL) Southwest and Pacific for a free webinar on research-based resources to help educators strengthen Native family and community engagement in student learning.
Project

National Poverty Study

In the U.S. and many other countries, there’s a well-developed infrastructure for counting the number of people in poverty. The National Poverty Study seeks to move beyond that to answer questions regarding the changing conditions of poverty, how those conditions differ across places and “poverty types,” and how those in poverty respond to these differing conditions.
16 Sep 2016
Brief

How Loan-Averse Young Adults View Income Share Agreements

This brief, the fourth in a series about ISAs, addresses evidence that suggests loan aversion may be especially prevalent among underserved and underrepresented students. The brief concludes that ISAs could provide an alternative to student loans—in particular, for loan-averse individuals whose views of student debt are determined primarily by negative experiences with debt among family and friends, thereby removing one key barrier to college-going for this population.
14 Sep 2016
Brief

Equality and Quality in U.S. Education: Systemic Problems, Systemic Solutions

This paper enters the debate about how U.S. schools might address long-standing disparities in educational and economic opportunities while improving the educational outcomes for all students. The aim is to spark fruitful discussion among educators, policymakers, and researchers.
Female technical student at whiteboard
14 Sep 2016
Report

STEM 2026: A Vision for Innovation in STEM Education

A strong science, technology, engineering, and mathematics education is becoming increasingly recognized as a key driver of opportunity. In a series of discussion-based workshops, 30 experts and thought leaders were invited to exchange ideas and develop recommendations for the future of STEM education.
Project

Maximizing Student Agency: Implementing and Measuring Student-Centered Learning Practices

The purpose of this study was to identify the instructional practices that may be useful for the development of different aspects of student agency (i.e., self-efficacy, self-regulated learning, and persistence) and determine whether these instructional practices are equally helpful for different subgroups of students.
26 May 2016
Report

Ready to Lead: Designing Residencies for Better Principal Preparation

With so much attention focused on the importance of teachers, the significant role that principals play advancing instructional improvement, educational equity, and success for all students is frequently overlooked. Principal residency is one innovative approach to improving principal preparation that has shown promise for ensuring new principals are ready to lead.
Image of Peter Cookson
9 May 2016
Blog Post

Can We Stop Treating the NAEP as a Rorschach Test?

NAEP results are Rorschach Tests for policy wonks—a golden chance for free-association policy speculation. Small fluctuations in average scores on NAEP give rise to big explanations. Forget the quibbling over tiny differences in test scores; it’s time to rebuild schools on evidence-based, comprehensive policies that have been shown to work in the real world for all students. In this blog post, Peter Cookson says to fix inequities we need to get over our policy taste for quick fixes and silver bullets.
Project

Research & Evaluation Support for the Civil Rights Data Collection (CRDC)

The Civil Rights Data Collection provides data on key education and civil rights issues in our nation’s public schools. AIR conducts research and evaluation on the collection, a longstanding and critical component of the overall enforcement and monitoring strategy used to ensure that recipients of the Department of Education’s federal financial assistance do not discriminate on the basis of race, color, national origin, sex, or disability.
Image of Peter Cookson
25 Feb 2016
Blog Post

Making ESSA Work One Principal at a Time

The Every Student Succeeds Act (ESSA) puts each state in the driver’s seat for making its own K-12 policy. In this blog post, Peter Cookson discusses what this means for educational equity.
9 Jan 2016
Podcast

EdCast: Speaking of Equity #1 - A Better Education Workforce

In this podcast, Peter Cookson talks with Education Policy Center and Center on Great Teachers and Leaders Director Angela Minnici about the importance of providing all students with access to effective teachers and school leaders. The GTL Center is currently working closely with states to design and implement State Plans to Ensure Equitable Access, including identifying the root causes of inequitable access to effective educators in each state’s context.
3 Nov 2015 to 5 Nov 2015
| 2:00 PM - 3:00 PM
Event

Promoting Equitable Access at the State and Local Levels - Regional Institute

The Southeast Comprehensive Center and the Texas Comprehensive Center, hosted the regional institute, Promoting Equitable Access at the State and Local Levels, in Atlanta, Georgia, on November 3–5, 2015. Attendees convened with national experts and other professionals, examined issues related to equitable access, shared opportunities and challenges, and explored methods for improving equity at the state and local levels.
Project

Addressing Michigan’s Achievement Gap

The Michigan Department of Education and the Michigan State Board of Education are committed to closing academic achievement gaps in the state. Their initial focus is on rapidly improving academic outcomes for African-American young men, the persistently lowest achieving demographic subgroup in the state.
Image of Peter Cookson
1 Jul 2015
Blog Post

An Education Bill of Rights: Is Arne Duncan Onto Something?

In this blog post, Peter Cookson says it's time to address the idea of educational rights, asserting that the arc of justice needs to bend in the direction of a universal, free public school system where excellence is distributed not by zip code, skin color, or socio-economic status but as a right for all children.
12 Jun 2015
Blog Post

Want a Faster, Cheaper Way to Get a College Degree? Start in High School

On the traditional school path, Step 1 is graduating from high school, Step 2 is going to college, and Step 3 is earning a credential or degree; but overall, only about 59 percent of high school graduates who make it to Step 2 finish Step 3, earning a degree or credential within six years. In this blog post, AIR senior researcher Clarisse Haxton describes the Early College model, which allows students to combine Steps 1 and 2 and enroll in college courses and earn college credits while still in high school.
1 Jun 2015
Toolkit

Equitable Access Supports: Implementation Playbook and Equitable Access Toolkit

To help education leaders ensure that all students receive equitable access to excellent educators, the U.S. Department of Education has launched the Excellent Educators for All initiative, which requires each state, alongside stakeholders, to create and implement a State Plan to Ensure Equitable Access to Excellent Educators. To support states as they develop and implement these high-quality plans, the Center on Great Teachers and Leaders has created the Implementation Playbook and the Equitable Access Toolkit.
Gwendolyn Willis-Darpoh
27 May 2015
Video

Long Story Short: How Can Schools Respond to Rapid Demographic Shifts?

The demographics of classrooms are changing dramatically. In this video interview, Gwendolyn Willis-Darpoh, AIR senior researcher, talks about how schools and teachers can respond to increasingly diverse classrooms.
18 May 2015 | 4:00 PM - 5:00 PM
Event

Breakthroughs in Education and Social Mobility Research: Do You Need a Bachelor’s to Join the Middle Class?

Traditionally, the bachelor's degree has been seen as the doorway to the middle class for most Americans, but is this still the case? In an economic environment increasingly defined by new technologies and global market places--does it make sense to spend four years in college getting a liberal arts degree? Mark Schneider, Vice President and Institute Fellow at the American Institutes for Research, and Anthony Carnevale, Professor and Director of the Georgetown University Center on Education and the Workforce, will tackle these questions and more in a lively exchange.
Image of Peter Cookson
14 May 2015
Blog Post

Place Matters: So Do Schools and Teachers

If place heavily impacts social mobility, could strengthening schools be the key to overcoming the effects of growing up in a poor neighborhood? Peter Cookson, AIR principal researcher, explores this question in a blog post for the Education Policy Center.
18 Feb 2015 | 4:00 PM - 5:00 PM
Event

Breakthroughs in Education and Social Mobility Research: Richard Murnane

For low-income and minority students, education is the key to success and upward mobility. But evidence has shown in past decades that education has not been acting as the Great Equalizer. The Breakthroughs in Education and Social Mobility Research speaker series brings to light the most promising research illuminating the educational pathways to upward mobility. The series features some of the nation’s top scholars who are uncovering innovative and insightful evidence about what inhibits and enhances mobility.
30 Jan 2015
Longform Essay

Opening the Doors to Opportunity for All: Setting a Research Agenda for the Future

In 2014, the Equity Project at AIR hosted its first Research Roundtable. There, some of the nation’s top educational researchers drafted a research agenda addressing some of the long-term challenges facing American public schools educating students from low-income and minority families. Leaving micro-reforms to others, we asked tough questions that researchers could answer for those working to make public education as the gateway to opportunity for all.
5 Nov 2014 | 4:00 PM - 5:00 PM
Event

Breakthroughs in Education and Social Mobility Research: Isabel V. Sawhill

For low-income and minority students, education is the key to success and upward mobility. But evidence has shown in past decades that education has not been acting as the Great Equalizer. The Breakthroughs in Education and Social Mobility Research speaker series brings to light the most promising research illuminating the educational pathways to upward mobility. The series features some of the nation’s top scholars who are uncovering innovative and insightful evidence about what inhibits and enhances mobility.
Jane Coggshall
6 Oct 2014
Blog Post

Time to Reboot Educator Equity Plans

In this blog post, Jane Coggshall explains that inequitable access is not just the result of neglect or funding disparities, but the result of a series of systemic failures, from how we prepare teachers to work in high-need schools to how we design teachers’ jobs.
Project

STEM Interest and Engagement (STEM IE) Study

During middle school, many young people, especially those from low-income communities, disengage from and consequently do not achieve in school-based STEM subjects. The STEM Interest and Engagement Project (STEM IE) studied youth interest and engagement in summer STEM camps in four focus areas.
15 Sep 2014
Spotlight

Breakthroughs in Education and Social Mobility Research Speaker Series

For low-income and minority students, education is the key to success and upward mobility. But in the past several decades, evidence shows that education has not been acting as the Great Equalizer. The Breakthroughs in Education and Social Mobility Research speaker series is dedicated to bringing to light the most promising research illuminating the educational pathways to upward mobility. The series features some of the nation’s top scholars who are uncovering innovative and insightful evidence about what inhibits mobility and what enhances mobility.
10 Sep 2014
Report

Promoting Excellence for All: A Report from the State Superintendent’s Task Force on Wisconsin’s Achievement Gap

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 report, which has served as a guidepost as the agency continues to tackle this issue.
Project

The Equity Project

Educational opportunity is a cherished part of the American story of upward mobility and social justice. The Equity Project at AIR is committed to building an inclusive and vibrant future through education.
Darren Woodruff
2 Jun 2014
Video

Long Story Short: How Can Schools Help Reduce the Achievement Gap?

Disparities persist in educational achievement for students of color and low-income students. In this video interview, Darren Woodruff, principal researcher at AIR, explains how schools can create a climate to help reduce the achievement gap and help all students learn.
15 Apr 2014
Video

Equity Project Research Roundtable

On April 30, 2014, AIR in Washington, D.C., hosted 28 top scholars in educational equity for the first Equity Research Roundtable.

30 Jan 2014
Blog Post

The Long War on Poverty Will Be Won With Vision and Grit

In his 1964 State of the Union Address, President Johnson launched the War on Poverty, beginning with these words: “I will be brief, for our time is necessarily short and our agenda is already long.” In this blog post, Peter Cookson argues that progress has been made, and that technology, a new spirit of commitment to greater equality, and deeper research have given us new tools with which to tackle poverty; we need only find the will and a way of working together for the greater good.
Project

Chicago Public Schools Community Schools Initiative

A key component of the Chicago Public Schools' Community Schools Initiative is ensuring that the needs of the school community are identified, and that high-quality programming and services are provided that address these needs, particularly the academic, social, and emotional needs of students enrolled in Initiative schools. In 2011, CPS contracted with AIR and its partner Diehl Consulting Group to conduct a comprehensive, mixed-methods evaluation of the CPS CSI.
Project

Project Talent

377,000 students. 1,300 schools. In 1960, AIR launched Project Talent, the largest and most comprehensive study of high school students ever conducted in the United States. Now, as the original study participants move into retirement, Project Talent has become an important resource for understanding the aging process.
Project

Increasing Underrepresented Minorities in STEM Education and Professions

In 2004, NSF contracted with the American Institutes for Research (AIR) to conduct a short-term study to assess program impact and collect evidence of project success in infrastructure enhancement, and student recruitment, retention, graduation and advancement in STEM careers with an emphasis on achieving and sustaining diversity in the STEM workforce.
Project

The Intensive Partnerships for Effective Teaching

Research suggests that effective teaching is the single most important school-based factor influencing student achievement and other student outcomes. And it may be particularly important to low-income and minority students. AIR and RAND are evaluating the Intensive Partnerships for Effective Teaching initiative, which aims to improve teaching effectiveness by changing the way districts recruit, retain, and reward teachers.
Project

The Alabama Reading Initiative

Since 1998, the Alabama Reading Initiative has captured the attention of many who are interested in reading and educational reform. This report is a descriptive study of the Initiative in secondary schools and how the secondary component of the Initiative fared, especially amid decreased state funding for education in Alabama and the large-scale national and local attention to the needs of beginning readers.
9 Nov 2004
Report

Theoretical Arguments For and Against Single-Sex Schools

The question of whether single-sex schooling is preferable to coeducation for some or all students continues to be hotly debated. This paper evaluates several hypothetical reasons why one has been proposed to be more beneficial than the other.