This journal article discusses a qualitative study of a college coach program introduced in 12 nonselective Chicago Public Schools in fall 2004. It describes how the coach program works and analyzes key aspects that may explain its positive relationship with college enrollment outcomes.
In this journal article, researchers examine whether, how, and for whom a new counseling model aimed at providing college-related social resources may improve college enrollment. Following nearly all seniors in Chicago Public Schools from their senior year through the fall after high school, the findings indicate that coaches may improve the types of colleges that students attend by getting students to complete key actions.
The College and Career Readiness and Success Center and the Midwest Comprehensive Center (both operated by AIR) completed a literature review that examined the relationship between potential postsecondary readiness measures for Iowa to consider for accountability and the student outcomes identified in the state’s definition of postsecondary readiness. They also conducted a scan of the postsecondary readiness measures included in other states’ Every Student Succeeds Act (ESSA) plans. The goal of the project was to use the literature review and the state scan to coach the Iowa Department of Education in developing a postsecondary readiness indicator for its ESSA plan.
AIR supported the annual reports and information staff in preparing three major annual reports, as well as a variety of other analytic, indicator, and tabular reports and studies on education statistics. The aim of this work was to support NCES’ annual reports and information staff in compiling, maintaining, and analyzing survey data; writing reports; and disseminating the information gathered and maintained by NCES, the U.S. Census Bureau, and other federal and nonfederal education data sources.
AIR conducted an evaluation to assess the effectiveness and efficiency of Texas OnCourse online training programs, which provide instruction about preparing for high school, college, and future careers to middle school counselors and teachers. Together, the evaluation team and Texas OnCourse staff developed and employed end-of-module assessments and participant perception surveys to measure improvements in counselors’ knowledge of module content and determine program effectiveness on teacher and counselor outcomes. The aim of this research was to improve high school counselors’ awareness of college and career planning information.
The Center for Applied Research in Postsecondary Education (CARPE) at the American Institutes for Research held a webinar focused on the use of behavioral science ‘nudges’ in postsecondary settings. The webinar featured presentations by Professor Eric Bettinger of Stanford University, Principal Researcher Christina LiCalsi of AIR, and Associate Professor Lindsay Page of the University of Pittsburgh about the opportunity to leverage text messaging interventions and other virtual ‘nudges’ to increase college enrollment, persistence, and attainment.