AIR conducted a literature review and interviews with college and career readiness experts to support the development of a profile of a Boston high school graduate. The goals of this research were to identify a set of college and career readiness indicators for this population and support stakeholders and a consultant in developing a profile of Boston Public Schools’ graduates.
AIR is evaluating IDEA (Individuals Dedicated to Excellence and Achievement) Public Schools’ implementation of two computer science interventions that aim to (a) increase access to and participation in rigorous mathematics and computer science coursework among students who are traditionally underrepresented and (b) increase the number of teachers with deep content knowledge in computer science and STEM (science, technology, engineering, and mathematics) within schools predominantly consisting of students from low-income backgrounds. The goals of the evaluation are to determine if the two interventions are improving students’ performance on district, state, and Advanced Placement mathematics assessments and if they contribute to postsecondary STEM aspirations.
The Regional Educational Laboratory Midwest, operated by AIR, created a documentary that reveals best practices for educating Latino students and preparing them for college. It highlights the predominantly Latino Cesar Chavez Academy High School in Detroit and the College Assistance Migrant Program at Michigan State University. The goal of this work was to equip educators with the knowledge they need to tailor their Latino students’ education to reflect their cultural needs and prepare them for college and career readiness.
AIR is evaluating the implementation and impact of the New Tech Network’s (NTN) partnership with 10 high schools in Texas, which is intended to improve student advising during the transition to college. The goals of this evaluation are to help NTN address any implementation issues and determine the effectiveness of their revised advising practices.
AIR developed a coaching series, administered biannually to Wisconsin Technical College System staff. The aims of the series were to support the colleges’ abilities to use research, research methods, and data collection and analysis strategies.
AIR is evaluating STEMfast, a program developed by New Mexico Highlands University to provide comprehensive support services to Hispanic students and students from low-income backgrounds who are studying science, technology, engineering, and mathematics. STEMfast addresses the underrepresentation of these students in STEM fields and works to decrease the likelihood that developmental core subject courses will deter these students from persisting and graduating from college.
AIR is providing support for the Longitudinal Studies Branch, which is responsible for the design and operation of three national early childhood cohort studies and several longitudinal studies of middle school, high school, and postsecondary students. AIR is providing support across the full range of design and reporting activities associated with the major data collection projects and statistical studies, including study development, cognitive laboratory work, field test and national data collection activities, review of data files and data documentation, report review and development, outreach, user support, and training activities.
Researchers from AIR supported the U.S. Department of Education’s National Center for Education Statistics in data collection efforts related to IPEDS. Specifically, AIR staff prepared IPEDS survey components, developed and maintained written work products, prepared reports, verified statistics, provided expertise on complex data structures and data systems, and participated in planning meetings related to the postsecondary administrative data collection.
AIR conducted an in-depth examination of articulation policies in six states and their 20 institutions of higher education (IHEs). The study findings are based on more than 100 telephone interviews and focus groups with (a) state-level higher education administrators, policy staff, and representatives from articulation oversight committees; (b) senior academic administrators, faculty, and staff from IHEs; and (c) students who had transferred or were planning to transfer between a 2-year and a 4-year IHE within the state. The findings address policy approaches to articulation, governance structures, the roles played by various stakeholders, and supports provided to transfer students.
The purpose of this evaluation is to gather formative feedback about the Association for the Sciences of Limnology and Oceanography Multicultural Program (ASLOMP) and its components, as well as to assess participants' short-term outcomes (e.g., self-efficacy).