AIR is analyzing 20 years of the National Longitudinal Survey of Youth 1997 panel using an individual fixed-effects regression strategy. The purpose of the analysis is to estimate the returns to non-credit-bearing credential and licensure pathways compared with credit-bearing credential and associate degree programs that are unrelated to persistent differences in the respondents’ characteristics (e.g., ability). Findings show that credit-bearing credentials yield an approximately equal likelihood to be employed as noncredit-bearing credentials, but significantly improved earnings of about $7,000 a year.
AIR is examining the impact of attending a deeper learning network school on students’ civic engagement, college completion, and workforce outcomes and the differences in their college experiences versus those who attend comparison schools. The aim of this study is to measure the longer term impacts of attending a deeper learning network high school not yet captured in previous research.
AIR conducted a randomized controlled trial to determine the effects of Early College High Schools, which allow students to take a mixture of high school and college-level courses. The study examined the impacts of Early College High Schools on college enrollment and degree completion up to 6 years after expected high school graduation, in addition to a cost-benefit analysis of Early College High Schools. The goals of the study were to estimate the longer-term impacts of Early College High Schools on student postsecondary outcomes and compare the financial costs and benefits of these schools.
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 evaluated outcomes associated with the Walton Family Foundation’s sizable past investments in the University of Arkansas (UA). AIR analyzed data provided by the Foundation, as well as publicly available data, to estimate the impact of these major investments on key indicators of institutional success at UA. This evaluation has allowed the Foundation to determine how it might further support UA in driving regional economic development and bettering the lives of the state’s residents.
AIR is conducting an evaluation of the implementation of the Perkins V legislation, which defines and supports career and technical education (CTE). The evaluation includes a survey of state CTE directors, a nationally representative survey of local education agencies, an evidence review of career development and counseling, analysis of extant data, a content analysis of the states’ Perkins plans, and possibly a survey of community colleges. This research will explore the implementation of the Perkins V legislation and how implementation is changing as a result of new mandates and allowable activities.
AIR is conducting a 50-month research and evaluation project of 29 institutions and two state systems to enhance the Bill & Melinda Gates Foundation’s and the broader field’s understanding of the institutional transformation process. The goal of the project is to share findings and results from institutional-level and cross-case data related to what catalyzes the transformation process at an institution, the key components of effective models of transformation, how stakeholders are engaged in the transformation process, the timeline for seeing visible changes in institutional and student outcomes, and the risks to transformation.
AIR developed a series of online modules that support state and local education agency leaders in the creation of Grow Your Own Programs, which aim to establish an educator talent pipeline. The modules provide examples and considerations for developing a Grow Your Own Program to address educator shortages and retention issues, promote a more diverse workforce, and support college and career readiness development among high school students.
AIR’s Technology Solutions is modernizing the American Society for Engineering Education's (ASEE) survey system and providing the organization with a new and flexible reporting tool. The aim of these improvements is to create an appropriate, cost-effective solution that meets ASEE requirements for flexibility, user-friendliness, data analysis and reporting, and integration with other tools.
AIR created an online tool that allows users in Florida to view the return on investment associated with completing a degree from a particular state institution, in a particular major, at a particular level. The tool incorporates data from multiple sources, including statewide completion data, the Integrated Postsecondary Education Data System, and Gallup. AIR also produced a report describing the earnings outcomes for college completers of different levels of degrees in different majors from Florida institutions, as well as discussing student debt levels and job growth information. The goals of the project were to present the state’s educational outcome data in a way that makes it easy for users to compare and make decisions about their educational path.