This journal article discusses findings from a study in which researchers developed a machine learning classifier to predict nontraditional student dropout.
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 working with five open- and broad-access institutions across Texas to conduct a randomized controlled trial that assigns students to either corequisites or traditional developmental education courses and then compares 3-year outcomes in terms of course success, persistence, and degree completion. The goal of the study is to better understand the impact and implementation of corequisite courses in Texas community colleges.
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 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 is supporting the Business Higher Education Forum in developing a logic model, an implementation plan, and an evaluation plan to address the need for more digital technology professionals in the Washington, D.C., region. The goal of this grant is to identify implementation needs and opportunities and develop a scalable and replicable model for increasing the number of digital technology professionals in the region.
AIR developed and facilitated a training series for Rhode Island high schools that provided staff with data to inform conversations about how best to prepare their students for college and careers. Researchers worked with school leadership teams to examine student profile data and use the information to determine priority areas for focused improvement, inform strategic planning, and access resources to improve postsecondary outcomes.
AIR evaluated several competency-based education (CBE) programs to build evidence related to student outcomes. The evaluation was a response to the minimal availability of evidence-based student achievement and cost outcomes surrounding CBE programs. The goals of the evaluation were to build evidence about student outcomes in CBE programs and provide tools for program leaders and researchers to support evaluation and continuous improvement efforts.
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, in collaboration with Student Veterans of America, will examine veterans’ experiences with, and perceptions of, having their learning recognized by a postsecondary institution as they try to obtain a postsecondary credential. The goals of the project are to develop a better understanding of the challenges veterans face in receiving recognition of their learning by postsecondary institutions, and to inform and support institutions’ efforts to address those challenges.