Projects

Researchers at AIR are conducting a study of adult-friendly learning models to improve understanding among stakeholders at postsecondary institutions and state system offices and policymakers about (1) What educational and training program models might best resonate with, and support access and success for, adult learners of color; and (2) how to take an asset-based approach to presenting information about program models in ways that are relevant to the strengths, motivations, and experiences of adult learners of color (particularly Black, Hispanic, and Native American adult learners.). Researchers will conduct interviews with and administer a survey to adults of color who are 1) are currently enrolled in postsecondary education; 2) have some postsecondary experience but no credential and are not currently enrolled; 3) have no recognized postsecondary education or training and may be considered current “non-consumers” of postsecondary education. Researchers will also work with a small group of external research partners on collaborative projects related to how adults of color participate in and make decisions about postsecondary education, growing the field with a more diverse and representative pool of experts.

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. Click here for more information.

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.

The purpose of this evaluation is to gather formative feedback about the Association for the Sciences of Limnology and Oceanography Multicultural Program (ASLOMP) and its components, as well as to assess participants' short-term outcomes (e.g., self-efficacy).

AIR conducted an in-depth examination of articulation policies in six states and their 20 institutions of higher education (IHEs). The study findings are based on more than 100 telephone interviews and focus groups with (a) state-level higher education administrators, policy staff, and representatives from articulation oversight committees; (b) senior academic administrators, faculty, and staff from IHEs; and (c) students who had transferred or were planning to transfer between a 2-year and a 4-year IHE within the state. The findings address policy approaches to articulation, governance structures, the roles played by various stakeholders, and supports provided to transfer students.

Researchers at the Regional Educational Laboratory Southwest, operated by AIR, conducted a study examining the impact of providing parents with an informational brochure about the role of Algebra II in college access on students’ grade 11 Algebra II completion rates in Texas. One hundred nine schools, covering all 20 Educational Service Center regions in Texas, participated in the study.

The Center for Applied Research in Postsecondary Education (CARPE) at the American Institutes for Research held a webinar focused on the use of behavioral science ‘nudges’ in postsecondary settings. The webinar featured presentations by Professor Eric Bettinger of Stanford University, Principal Researcher Christina LiCalsi of AIR, and Associate Professor Lindsay Page of the University of Pittsburgh about the opportunity to leverage text messaging interventions and other virtual ‘nudges’ to increase college enrollment, persistence, and attainment.

AIR’s College and Career Readiness and Success Center launched the State Work-Based Learning Initiative to help support states in designing, scaling, and implementing work-based learning (WBL) efforts as a strategy to improve student college and career readiness. This initiative is based on four state-led, peer-to-peer networks that focus on specific WBL priorities, promote cross-state learning, and engage external WBL experts. The goals of the initiative are to collect and share emerging strategies, identify common challenges, and develop resources related to the implementation of WBL.

AIR is conducting this study for the Bill & Melinda Gates Foundation to better understand the role of higher education state system offices in supporting and driving institutional transformation. The goals of this study are to help improve student success and promote equity in postsecondary education.

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.