AIR’s NAEP researchers are conducting statistical and psychometric research, evaluation, and data analysis in support of the National Center for Education Statistics (NCES). The goals of the research studies conducted by AIR under this task include (a) developing the psychometric soundness and precision of NAEP assessments, (b) adapting NAEP assessments to changing situations and populations, (c) enhancing understanding of NAEP results, and (d) exploring new ways of modeling NAEP data.
AIR analyzed data and produced reports for the National Center for Education Statistics (NCES) Data Development Program, on topics relevant to education policy in the form of NCES Statistics in Brief or other statistical products. Data for this work came from NCES data sets.
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.
The Delta Cost Project at AIR used quantitative descriptive analyses of patterns and trends to prepare two briefs. The aim of these briefs was twofold: (a) examine the academic workforce across different types of institutions and (b) explore the financial implications of changes to the higher education workforce.
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 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 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 conducted data collection and analysis for U.S. News and World Report’s rankings of all high schools in the country. The goal was to create a ranking system to identify the top-performing high schools that were exceeding the odds based on the students they serve. Rankings were based on state proficiency standards and the degree to which schools were preparing students for college-level work.
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 is testing whether Castleman and Page’s “Summer Melt” text messaging intervention increases college enrollment, persistence, and credential attainment among college-intending seniors at high-poverty high schools when implemented at scale in routine educational settings. This randomized controlled study aims to extend existing research on the intervention by studying its cost effectiveness, implementation, and impact on student enrollment and persistence patterns.