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 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.
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 participated in a workgroup organized by The Century Foundation consisting of researchers, practitioners, and policymakers focused on developing a research agenda that estimates the true costs of providing a community college education and what implications this might have for funding policy reform. This work culminated in three research briefs, one of which AIR co-authored.
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’s work with the College Completion Network brings together research teams to share ideas, build knowledge, conduct sound research, and share findings about postsecondary success. The Network’s goals include evaluating promising interventions related to college completion, building knowledge about college completion and postsecondary success, providing policymakers and college leaders with reliable evidence, and strengthening the work of Network research teams through collaboration.
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.
AIR, in collaboration with Quality Education for Minorities and the Kapor Center, is examining learning environments that enable undergraduate students at Historically Black Colleges and Universities (HBCUs) to thrive and subsequently attain doctoral degrees in science and engineering (S&E). The goals of the study are to (a) identify unique characteristics of S&E learning environments at the 21 HBCUs ranked as top producers of Black baccalaureate degree recipients who earn S&E doctorates (“anchor institutions”), (b) identify HBCUs that have similar characteristics as the anchor institutions and have a high potential to graduate students who go on to earn doctoral degrees, and (c) develop and disseminate a model that builds HBCU capacity to produce graduates who go on to earn S&E doctorates. Click here to access the project website.
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 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.