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STEPHEN PLANK
Stephen Plank is a managing researcher at AIR. Dr. Plank has more than 20 years of experience in research and evaluation of school improvement efforts and sociological studies of education. His current responsibilities include leading a project funded by the Nellie Mae Education Foundation to develop a networked improvement community focused on student-centered assessment practices in high 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 PROMISING STRATEGIES TO PREPARE NEW TEACHERS IN A COVID-19 Promising Strategies to Prepare New Teachers in a COVID-19 World. The COVID-19 pandemic has profoundly disrupted our education system, changing what classrooms and learning look like on a day-to-day basis. Educators are navigating a constantly shifting landscape, with the health of students, teachers, and the community at large at stake. 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 BUILDING SUPPORTIVE RELATIONSHIPS IN AFTERSCHOOL Leaders in districts, schools, and community-based organizations may also find that these insights offer guidance on how to better support afterschool programs. The specific strategies on building supportive relationships are the following: 1. Encourage positive LANDSCAPE REPORT ON EARLY GRADE LITERACY The goal of this landscape report is to review and summarize available empirical evidence on early grade literacy acquisition and instruction in developing countries. To achieve this goal, papers with empirical data were searched, identified, screened, and reviewed on topics that included student-level factors (e.g., emergent literacy, oralSTEPHEN PLANK
Stephen Plank is a managing researcher at AIR. Dr. Plank has more than 20 years of experience in research and evaluation of school improvement efforts and sociological studies of education. His current responsibilities include leading a project funded by the Nellie Mae Education Foundation to develop a networked improvement community focused on student-centered assessment practices in high AMERICAN INSTITUTES FOR RESEARCH ANNOUNCES LEADERSHIP As AIR continues to integrate new affiliates and expand its global presence, the company is announcing changes to its leadership structure to elevate and expand its DEI efforts and ensure its staff have the training and capabilities to meet needs of its clients, communities and the marketplace. To facilitate this continued evolution, AIR is announcing leadership changes, effective on June 15 WHY I’M PASSIONATE ABOUT EARLY LITERACY About the COLLTS Program Cultivating Oral Language and Literacy Talent in Students (COLLTS) is an evidence-based, research-backed, and classroom-tested language and literacy program. It includes six units in English and six units in Spanish that correspond to high-quality literary and informational children’s books, along with teaching guides, writing activities, picture cards with key TRAUMA-INFORMED ORGANIZATIONAL CAPACITY SCALE Trauma-informed organizations ensure that mission, culture, and practice are aligned to recognize and support trauma-survivors. The Trauma-Informed Organizational Capacity Scale is the first psychometrically validated instrument to gauge the extent to which health and human service organizations provide trauma-informed care. WHEN SCHOOLS GO DARK, SCHOOL COUNSELORS SHINE: SCHOOL School counselors are uniquely positioned in schools and districts to provide access to many of the supports that help bolster the well-being of students and allow them to be present and succeed academically. This brief profiles efforts by two state school counseling associations, four districts, and 13 school counselors to meet the needs of students and families during these unprecedentedtimes.
TEACHER APPRECIATION TAKES ON NEW MEANING IN COVID-19 ERA Gretchen Weber, former vice president for Policy, Practice, and Systems Change at AIR, has always championed teachers and advocated for meaningful teacher appreciation every day of the year. In this post, she discusses the challenges teachers are facing during the coronavirus pandemic. THE CHALLENGES OF EDUCATING STUDENTS WITH DISABILITIES AND The closure of school buildings and the sudden shift to virtual learning last spring due to the coronavirus pandemic created many challenges for school districts in how they serve all students, including those with disabilities and those who are English learners. New results from an AIR survey examine how school districts responded to COVID-19 and the differences in that response based on LAUNCH AND IMPLEMENT │ EARLY WARNING SYSTEMS IN EDUCATION Launch and Implement │ Early Warning Systems in Education. In close collaboration with education leaders, AIR experts help clients use a seven-step, research-based continuous improvement process that enables educators to keep a close eye on at-risk students and to intervene early—and often—to improve student outcomes. AIR’s early CENTER ON MULTI-TIERED SYSTEM OF SUPPORTS (MTSS CENTER Since 2007, the MTSS Center has been a national leader in supporting states, districts, and schools across the country in implementing an MTSS framework that integrates data and instruction within a multi-level prevention system to maximize student achievement and support students’ social, emotional, and behavior needs from a strengths-based perspective. THE NATIONAL HIGH SCHOOL CENTER Millions of high school students—particularly those with disabilities, with limited proficiency in English, or from low-income backgrounds—need additional support in order to succeed. To address this challenge, the National High School Center promotes the use of research-supported approaches that help all students learn and become adequately prepared for college, work, and life. CULTIVATING ORAL LANGUAGE AND LITERACY TALENTS IN STUDENTS Cultivating Oral Language Literacy Talent in Students (COLLTS) is an early childhood program comprised of units that promote the development of pre-reading skills, oral language proficiency, and background and conceptual knowledge through the use of interactive reading with high-quality children’s literature. COVID-19 FREQUENTLY ASKED QUESTIONS, IN PLAIN LANGUAGE COVID-19 Frequently Asked Questions, In Plain Language. Over the past few weeks, our society has undergone major changes to try to slow the spread of COVID-19. Accurate, accessible health information is essential to help people stay safe and healthy, understand federal safety guidelines, and prevent unnecessary fear. View our FAQ onvaccines
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 approachPROJECT TALENT
Project Talent is an AIR-designed national longitudinal study that first surveyed America’s high school students in 1960. Project Talent is the largest and most comprehensive study of high school students ever conducted in the United States and is now the largest and longest longitudinal life course study.VIOLENCE PREVENTION
The root causes of and complex factors contributing to violence are found at the individual, family, community, and societal levels. All systems and disciplines can and must play a valuable role in preventing violence, reducing harm, and mitigating the lifelong effects of violence and trauma. Research and action in preventing violence in schools and communities includes improving the TRAUMA-INFORMED ORGANIZATIONAL CAPACITY SCALE Trauma-informed organizations ensure that mission, culture, and practice are aligned to recognize and support trauma-survivors. The Trauma-Informed Organizational Capacity Scale is the first psychometrically validated instrument to gauge the extent to which health and human service organizations provide trauma-informed care.STEPHEN PLANK
Stephen Plank is a managing researcher at AIR. Dr. Plank has more than 20 years of experience in research and evaluation of school improvement efforts and sociological studies of education. His current responsibilities include leading a project funded by the Nellie Mae Education Foundation to develop a networked improvement community focused on student-centered assessment practices in highJENNY SCALA
Jenny Scala is a principal researcher for AIR. Scala has managed AIR’s early warning system efforts since 2013 and participates in multiple projects using her expertise in using data to inform instructional decision-making across the nation. She currently oversees implementation of AIR’s early warning intervention and monitoring systems (EWIMS) mid-phase education innovation and research PREVENTING VIOLENCE IN VETERAN AND MILITARY FAMILIES Acknowledgements Preventing Violence in Veteran and Military Families: A Guide to Understanding a Promising Community-Based Intervention was co-authored by Risa Greendlinger and Adriana M.MARIJO AHLGRIMM
Marijo Ahlgrimm has served as AIR’s Chief Financial Officer since 2009. She has over 35 years of experience in financial management and leadership of professional services-types of government contracting organizations of all sizes and ownership structures ranging from small woman-owned to New York Stock Exchange-listed global enterprises to non-profit research-based institutions.TESSIE BAILEY
Tessie Rose Bailey is a principal technical assistance consultant at AIR. Her primary responsibilities include developing high quality technical assistance resources and providing technical assistance to states, districts, and institutions of higher education. She provides support through the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center, National COVID-19 FREQUENTLY ASKED QUESTIONS, IN PLAIN LANGUAGE COVID-19 Frequently Asked Questions, In Plain Language. Over the past few weeks, our society has undergone major changes to try to slow the spread of COVID-19. Accurate, accessible health information is essential to help people stay safe and healthy, understand federal safety guidelines, and prevent unnecessary fear. View our FAQ onvaccines
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 approachPROJECT TALENT
Project Talent is an AIR-designed national longitudinal study that first surveyed America’s high school students in 1960. Project Talent is the largest and most comprehensive study of high school students ever conducted in the United States and is now the largest and longest longitudinal life course study.VIOLENCE PREVENTION
The root causes of and complex factors contributing to violence are found at the individual, family, community, and societal levels. All systems and disciplines can and must play a valuable role in preventing violence, reducing harm, and mitigating the lifelong effects of violence and trauma. Research and action in preventing violence in schools and communities includes improving the TRAUMA-INFORMED ORGANIZATIONAL CAPACITY SCALE Trauma-informed organizations ensure that mission, culture, and practice are aligned to recognize and support trauma-survivors. The Trauma-Informed Organizational Capacity Scale is the first psychometrically validated instrument to gauge the extent to which health and human service organizations provide trauma-informed care.STEPHEN PLANK
Stephen Plank is a managing researcher at AIR. Dr. Plank has more than 20 years of experience in research and evaluation of school improvement efforts and sociological studies of education. His current responsibilities include leading a project funded by the Nellie Mae Education Foundation to develop a networked improvement community focused on student-centered assessment practices in highJENNY SCALA
Jenny Scala is a principal researcher for AIR. Scala has managed AIR’s early warning system efforts since 2013 and participates in multiple projects using her expertise in using data to inform instructional decision-making across the nation. She currently oversees implementation of AIR’s early warning intervention and monitoring systems (EWIMS) mid-phase education innovation and research PREVENTING VIOLENCE IN VETERAN AND MILITARY FAMILIES Acknowledgements Preventing Violence in Veteran and Military Families: A Guide to Understanding a Promising Community-Based Intervention was co-authored by Risa Greendlinger and Adriana M.MARIJO AHLGRIMM
Marijo Ahlgrimm has served as AIR’s Chief Financial Officer since 2009. She has over 35 years of experience in financial management and leadership of professional services-types of government contracting organizations of all sizes and ownership structures ranging from small woman-owned to New York Stock Exchange-listed global enterprises to non-profit research-based institutions.TESSIE BAILEY
Tessie Rose Bailey is a principal technical assistance consultant at AIR. Her primary responsibilities include developing high quality technical assistance resources and providing technical assistance to states, districts, and institutions of higher education. She provides support through the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center, NationalPROJECT 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. BUILD A CAREER AT AIR AIR’s mission is to generate and use rigorous evidence that contributes to a better, more equitable world. AIR offers an innovative, collaborative environment where people can build successful careers by applying their talent, education, and curiosity. AMERICAN INSTITUTES FOR RESEARCH ANNOUNCES LEADERSHIP As AIR continues to integrate new affiliates and expand its global presence, the company is announcing changes to its leadership structure to elevate and expand its DEI efforts and ensure its staff have the training and capabilities to meet needs of its clients, communities and the marketplace. To facilitate this continued evolution, AIR is announcing leadership changes, effective on June 15 WHY I’M PASSIONATE ABOUT EARLY LITERACY About the COLLTS Program Cultivating Oral Language and Literacy Talent in Students (COLLTS) is an evidence-based, research-backed, and classroom-tested language and literacy program. It includes six units in English and six units in Spanish that correspond to high-quality literary and informational children’s books, along with teaching guides, writing activities, picture cards with key RECOMMENDATIONS TO ADDRESS THE NURSING SHORTAGE Similar to other countries, the U.S. has had a long running shortage of nurses. While the nursing shortage existed long before the COVID-19 pandemic, this crisis highlights the critical need for nurses in a healthcare system that is strained. In this white paper we offer recommendations and considerations for when COVID-related emergency responses subside and the nursing shortage continues to SCHOOL CLIMATE AND SAFETY A welcoming, supportive school climate contributes to students’—and teachers’—social, emotional, and cognitive development. Positive school climate and conditions for learning contribute to improved test scores, attendance, grade promotion, and graduation rates. Efforts to improve school climate and safety can also reduce violent behavior and mitigate teacher burnout. AFTERSCHOOL AND EXPANDED LEARNING How young people spend time outside of the classroom has a tremendous impact on what they achieve in school and in life. Quality afterschool (sometimes also called expanded learning opportunities) extends learning and youth development beyond the school bell by engaging young people in fun, creative, and enriching opportunities to expand learning and develop new interests. LAUNCH AND IMPLEMENT │ EARLY WARNING SYSTEMS IN EDUCATION Launch and Implement │ Early Warning Systems in Education. In close collaboration with education leaders, AIR experts help clients use a seven-step, research-based continuous improvement process that enables educators to keep a close eye on at-risk students and to intervene early—and often—to improve student outcomes. AIR’s earlyMARIJO AHLGRIMM
Marijo Ahlgrimm has served as AIR’s Chief Financial Officer since 2009. She has over 35 years of experience in financial management and leadership of professional services-types of government contracting organizations of all sizes and ownership structures ranging from small woman-owned to New York Stock Exchange-listed global enterprises to non-profit research-based institutions. EVIDENCE CONSORTIUM ON WOMEN'S GROUPS Evidence Consortium on Women's Groups. Women and girls in low-and middle-income countries continue to face societal and structural barriers related to education, employment, and health status that limit their opportunities and well-being. For example, only 27% of women in India participate in the labor force, compared with almost79% of men.
COVID-19 FREQUENTLY ASKED QUESTIONS, IN PLAIN LANGUAGE AIR has created a plain-language FAQ that addresses a variety of topics related to the COVID-19 pandemic. It is designed to make information accessible and comprehensible to everyone, regardless of education level or background.VIOLENCE PREVENTION
The root causes of and complex factors contributing to violence are found at the individual, family, community, and societal levels. All systems and disciplines can and must play a valuable role in preventing violence, reducing harm, and mitigating the lifelong effects of violence and trauma. Research and action in preventing violence in schools and communities includes improving the TRAUMA-INFORMED ORGANIZATIONAL CAPACITY SCALE Trauma-informed organizations ensure that mission, culture, and practice are aligned to recognize and support trauma-survivors. The Trauma-Informed Organizational Capacity Scale is the first psychometrically validated instrument to gauge the extent to which health and human service organizations provide trauma-informed care.PROJECT TALENT
Project Talent is an AIR-designed national longitudinal study that first surveyed America’s high school students in 1960. Project Talent is the largest and most comprehensive study of high school students ever conducted in the United States and is now the largest and longest longitudinal life course study. 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 approachSTEPHEN PLANK
Stephen Plank is a managing researcher at AIR. Dr. Plank has more than 20 years of experience in research and evaluation of school improvement efforts and sociological studies of education. His current responsibilities include leading a project funded by the Nellie Mae Education Foundation to develop a networked improvement community focused on student-centered assessment practices in highJENNY SCALA
Jenny Scala is a principal researcher for AIR. Scala has managed AIR’s early warning system efforts since 2013 and participates in multiple projects using her expertise in using data to inform instructional decision-making across the nation. She currently oversees implementation of AIR’s early warning intervention and monitoring systems (EWIMS) mid-phase education innovation and researchMARIJO AHLGRIMM
Marijo Ahlgrimm has served as AIR’s Chief Financial Officer since 2009. She has over 35 years of experience in financial management and leadership of professional services-types of government contracting organizations of all sizes and ownership structures ranging from small woman-owned to New York Stock Exchange-listed global enterprises to non-profit research-based institutions.WENDI CARMAN
Wendi Carman is a senior education specialist with over 15 years of international development and education experience. She is project director for education programs at AIR, as well as the primary point of contact for AIR’s YouthPower consortium.TESSIE BAILEY
Tessie Rose Bailey is a principal technical assistance consultant at AIR. Her primary responsibilities include developing high quality technical assistance resources and providing technical assistance to states, districts, and institutions of higher education. She provides support through the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center, National COVID-19 FREQUENTLY ASKED QUESTIONS, IN PLAIN LANGUAGE AIR has created a plain-language FAQ that addresses a variety of topics related to the COVID-19 pandemic. It is designed to make information accessible and comprehensible to everyone, regardless of education level or background.VIOLENCE PREVENTION
The root causes of and complex factors contributing to violence are found at the individual, family, community, and societal levels. All systems and disciplines can and must play a valuable role in preventing violence, reducing harm, and mitigating the lifelong effects of violence and trauma. Research and action in preventing violence in schools and communities includes improving the TRAUMA-INFORMED ORGANIZATIONAL CAPACITY SCALE Trauma-informed organizations ensure that mission, culture, and practice are aligned to recognize and support trauma-survivors. The Trauma-Informed Organizational Capacity Scale is the first psychometrically validated instrument to gauge the extent to which health and human service organizations provide trauma-informed care.PROJECT TALENT
Project Talent is an AIR-designed national longitudinal study that first surveyed America’s high school students in 1960. Project Talent is the largest and most comprehensive study of high school students ever conducted in the United States and is now the largest and longest longitudinal life course study. 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 approachSTEPHEN PLANK
Stephen Plank is a managing researcher at AIR. Dr. Plank has more than 20 years of experience in research and evaluation of school improvement efforts and sociological studies of education. His current responsibilities include leading a project funded by the Nellie Mae Education Foundation to develop a networked improvement community focused on student-centered assessment practices in highJENNY SCALA
Jenny Scala is a principal researcher for AIR. Scala has managed AIR’s early warning system efforts since 2013 and participates in multiple projects using her expertise in using data to inform instructional decision-making across the nation. She currently oversees implementation of AIR’s early warning intervention and monitoring systems (EWIMS) mid-phase education innovation and researchMARIJO AHLGRIMM
Marijo Ahlgrimm has served as AIR’s Chief Financial Officer since 2009. She has over 35 years of experience in financial management and leadership of professional services-types of government contracting organizations of all sizes and ownership structures ranging from small woman-owned to New York Stock Exchange-listed global enterprises to non-profit research-based institutions.WENDI CARMAN
Wendi Carman is a senior education specialist with over 15 years of international development and education experience. She is project director for education programs at AIR, as well as the primary point of contact for AIR’s YouthPower consortium.TESSIE BAILEY
Tessie Rose Bailey is a principal technical assistance consultant at AIR. Her primary responsibilities include developing high quality technical assistance resources and providing technical assistance to states, districts, and institutions of higher education. She provides support through the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center, NationalPROJECT 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. BUILD A CAREER AT AIR AIR’s mission is to generate and use rigorous evidence that contributes to a better, more equitable world. AIR offers an innovative, collaborative environment where people can build successful careers by applying their talent, education, and curiosity. AMERICAN INSTITUTES FOR RESEARCH ANNOUNCES LEADERSHIP As AIR continues to integrate new affiliates and expand its global presence, the company is announcing changes to its leadership structure to elevate and expand its DEI efforts and ensure its staff have the training and capabilities to meet needs of its clients, communities and the marketplace. To facilitate this continued evolution, AIR is announcing leadership changes, effective on June 15 WHY I’M PASSIONATE ABOUT EARLY LITERACY About the COLLTS Program Cultivating Oral Language and Literacy Talent in Students (COLLTS) is an evidence-based, research-backed, and classroom-tested language and literacy program. It includes six units in English and six units in Spanish that correspond to high-quality literary and informational children’s books, along with teaching guides, writing activities, picture cards with key SCHOOL CLIMATE AND SAFETY A welcoming, supportive school climate contributes to students’—and teachers’—social, emotional, and cognitive development. Positive school climate and conditions for learning contribute to improved test scores, attendance, grade promotion, and graduation rates. Efforts to improve school climate and safety can also reduce violent behavior and mitigate teacher burnout. AFTERSCHOOL AND EXPANDED LEARNING How young people spend time outside of the classroom has a tremendous impact on what they achieve in school and in life. Quality afterschool (sometimes also called expanded learning opportunities) extends learning and youth development beyond the school bell by engaging young people in fun, creative, and enriching opportunities to expand learning and develop new interests. LAUNCH AND IMPLEMENT │ EARLY WARNING SYSTEMS IN EDUCATION In early warning systems, educators systematically identify students who show signs of being at risk for dropping out of school. This video series, a collaborative effort by the Great Lakes Comprehensive Center and the Michigan Department of Education, covers the process of installing the Early Warning Intervention and Monitoring System(EWIMS).
KEY DRIVERS FOR SUCCESSFUL IMPLEMENTATION OF COMMUNITY All of the key drivers require planning and may be bolstered by funding from initial planning grants that can be used to help develop the shared vision, relationships, and partnerships necessary to support effective implementation of a community schoolsMARIJO AHLGRIMM
Marijo Ahlgrimm has served as AIR’s Chief Financial Officer since 2009. She has over 35 years of experience in financial management and leadership of professional services-types of government contracting organizations of all sizes and ownership structures ranging from small woman-owned to New York Stock Exchange-listed global enterprises to non-profit research-based institutions. CALIFORNIA ADULT LITERACY PROFESSIONAL DEVELOPMENT PROJECT In providing professional development opportunities for adult educators, the goal of the California Adult Literacy Professional Development Project (CALPRO) is to enhance student learning gains and to help adult learners meet their goals as productive workers, family and community members, and lifelong learners. Beginning in 2001, the California Department of Education contracted with AIR to Skip to main contentSearchMenu
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BLM-PROTESTS-2020-LEAD-STORY-MAY-2021-SM-FEAT.PNGSpotlight
OUR CONTINUED CALL TO COLLECTIVE ACTION AND SUSTAINABLE CHANGE Today marks one year since the death of George Floyd. In the year that followed, the world weathered a global pandemic, and the U.S. faced an extremely contentious election season and continued violence against people of color. On the anniversary of Floyd's death, AIR President and CEO David Myers and AIR VP and Chief Diversity, Equity, and Inclusion Officer Karen Francis write about the continued efforts to fight pervasive inequities, and the opportunities for change in thismoment.
TEACHERS-MEETING-WITH-MASKS-AND-DISTANCE-1264881360-SM-FEAT.JPGQ & A
FEDERAL RELIEF FUNDS: AN OPPORTUNITY TO INVEST IN TEACHERS With a new round of COVID-19 relief funds headed to states and districts nationwide, education leaders have a rare opportunity to make strategic and comprehensive investments in the teacher workforce. In this Q&A, two leaders of AIR’s Center on Great Teachers & Leaders—Lisa Lachlan and Lynn Holdheide—share insights and evidence-based recommendations to address new and persistent teacher quality and teacher shortage issues. APPRENTICE-WORKING-WITH-SANDER-1218972142-SM-FEAT.JPGIn the Field
BUILDING THE U.S. WORKFORCE OF THE FUTURE: KEY CHALLENGES ANDOPPORTUNITIES
Even before the COVID-19 pandemic put extraordinary pressures on the U.S. economy, a number of disruptive shifts complicated workforce stability and preparation. AIR's Workforce Development and Economic Mobility/Prosperity Working Group conducted a series of analyses to better understand current economic dynamics. Here are the key takeaways and guideposts for building a strong, enduring workforcesystem.
Q&A
How Systems and Communities Can Partner on Goals and Measurement toAdvance Equity
SPOTLIGHT
Partnering for Better Chronic Pain Management and Safer Opioid UseIN THE FIELD
Addressing COVID-19 Learning Disruptions: Four Recommendations for Effective Tutoring InterventionsQ&A
What Educators Need to Know About Students’ Mathematics and ScienceAchievement
MOST VIEWED
Why a System Level Approach is Needed to Counter Racism Within theEducation System
School Funding Evaluation Focuses on Equity for Students—andTaxpayers
Learn About the 2021 Continuation of the National Survey of Public Education’s Response to COVID-19 AIR’s COVID-19 Response and ResourcesNEWS & EVENTS
3 Jun 2021
News Release
AMERICAN INSTITUTES FOR RESEARCH ANNOUNCES LEADERSHIP CHANGES TO ENHANCE PEOPLE, CULTURE STRATEGY12 May 2021
News Release
DAVID SEIDENFELD NAMED SENIOR VICE PRESIDENT FOR THE AMERICAN INSTITUTES FOR RESEARCH10 May 2021
News Release
AIR AND IMPAQ SURVEY EXPERTS TO PRESENT AT 76TH ANNUAL AMERICAN ASSOCIATION FOR PUBLIC OPINION RESEARCH CONFERENCE29 Apr 2021
News Release
DOUG FUCHS AND LYNN FUCHS, NATIONAL EXPERTS IN SPECIAL EDUCATION, TO JOIN THE AMERICAN INSTITUTES FOR RESEARCH20 Apr 2021
News Release
AIR RESEARCHERS TO DISCUSS A RANGE OF EDUCATION ISSUES AT THE COMPARATIVE AND INTERNATIONAL EDUCATION SOCIETY (CIES) ANNUALCONFERENCE
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