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.
AIR created an online tool that allows users in Utah to view the return on investment associated with completing a degree from a particular state institution, in a particular major, at a particular level. Researchers incorporated data from multiple sources, including statewide completion data, data from the Integrated Postsecondary Education Data System, Gallup, and more, to build the tool. The goal of the tool was 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 IMPAQ, is designing and building a borrower-based dynamic microsimulation model of the repayment of federal student loans for the Cost Estimation and Analysis Division of the U.S. Department of Education's Office of Budget Services. This work will help the Department better estimate the costs and consequences of student loan debt for a wide array of student populations, as well as understand the impact of potential policy changes on loan program costs and student outcomes.
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.