American Institutes For Research In The Behavioral Sciences

Can a hybrid approach to developmental education in Kentucky community colleges improve completion rates for Black and Latinx students?

Does youth participation in education programs during incarceration raise earning and education outcomes and reduce recidivism after release?

What are the key sources of gaps in teacher quality? What policies can help close these gaps?

What are the strengths and limitations of staff surveys as measures of after-school program quality?

Funds were given to help AIR disseminate information obtained from the Wisconsin After-School Continuous Improvement Process (WASCIP) quality advisor study through several publications.

School district administrators are responsible for making important decisions about instructional policy, such as the evaluation of teacher performance, designing professional development for teachers, and adoption and use of student assessments.

What is the impact of self-Assessment and quality advisor support on afterschool program quality?

Support was given for a paper that will offer education researchers practical guidance on designing and conducting rigorous impact studies.

Can a self-assessment and coaching intervention be implemented with fidelity, assessed with valid and reliable measures of setting-level processes, and show promise to improve after-school programs?