The Texas Comprehensive Center collaborated with the Texas Education Agency to implement and sustain a systemic approach for the ASEP. The aims of the project were to create a reporting system that is useful to a broad audience in the state and engage in best practices for data management, analysis, and reporting.
CARPE staff support institutions—particularly community colleges, broad-access colleges and universities, and minority-serving institutions—as they work with students to earn quality credentials.
We use data to help redesign institutional structures, implement supports, and improve course delivery by examining how:
- Institutional structures are being transformed through new approaches to leadership and culture, institutional research, strategic finance, information technology, and institutional policy.
- Institutions and organizations support students, including how they leverage new approaches in using data and advising students.
- Institutions approach competency-based education, developmental education, and personalized learning.
We explore the role that supporting organizations play in postsecondary improvement by:
- Investigating how supporting organizations can foster improvement within institutions.
- Determining the traits and skills that make these organizations successful in this role.
We identify what is known from practice and research about what is effective and where there are gaps.
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 conducted an analysis of student pathway choices through college and the extent to which they relate to successful degree completion and transfers from 2- to 4-year institutions. The aim of this research was to investigate and understand low college completion rates.
The Regional Educational Laboratory Midwest, operated by AIR, is conducting a formative evaluation of the Minnesota Learning Center Networked Improvement Community (NIC). The goal is to assess the functioning of the NIC and share a methodology for evaluating the implementation of NICs. Interest is growing in using NICs to address complex problems of educational practice, and this evaluation will contribute to the limited body of research on the extent to which NICs are operating as planned and intended.
As part of the Bill & Melinda Gates Foundation’s postsecondary strategy, AIR evaluated a group of organizations, or Channel Partners, in their postsecondary institutional transformation efforts. The goals of the evaluation included understanding the services and resources that Channel Partners provide to clients, identify strengths and areas for improvement, and share lessons learned to support continuous improvement and the development of strategy.
Researchers at the Regional Educational Laboratory Southwest, operated by AIR, worked with the Arkansas Department of Education (ADE) to review college and career readiness indicators in the state. The goals of this effort were to support ADE in several areas, including developing and refining college and career readiness indicators, improving and using data systems and data visualization techniques, gaining a better understanding of the progress of their students as they prepare for college and careers, and identifying where unequal postsecondary education and employment opportunities exist for students.
AIR’s College and Career Readiness and Success Center (CCRS Center) collaborated with CareerWise, the Colorado Department of Education, and the Colorado Workforce Development Council to support the expansion of work-based learning (WBL) opportunities in Colorado. The CCRS Center developed the capacity of a Colorado team to maintain and revise WBL geographic information system map applications. The goal of the project was to improve place-based and data-driven decision making.
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 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 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.