This infographic highlights seven lessons for building linked data systems that incorporate longer-term measures, including postsecondary education, workforce, and civic engagement outcomes.
CARPE has curated an array of resources produced by AIR staff at the time of publication on topics related to our primary bodies of work:
- Transition to Postsecondary Education
- Postsecondary Education
- Transition out of Postsecondary Education
Search for resources on a particular topic by typing keywords such as “community colleges,” “college readiness,” or “survey research.”
This journal article discusses a qualitative study of a college coach program introduced in 12 nonselective Chicago Public Schools in fall 2004. It describes how the coach program works and analyzes key aspects that may explain its positive relationship with college enrollment outcomes.
This infographic highlights three ways in which social network analysis can add value to your collaborative partnerships.
This report, based on data obtained from the 2019 National Survey of Postsecondary Competency-Based Education, includes findings based on responses by more than 600 colleges and universities—the largest institutional sample to date—about their interest in or activity related to competency-based education.
This report presents findings from the 2020 National Survey of Postsecondary Competency-Based Education (NSPCBE), the third in a series of three annual surveys by the American Institutes for Research (AIR). The goal of the survey series is to understand and track the landscape of postsecondary competency-based education (CBE) in the United States, providing stakeholders—from institution leaders to policymakers—with an assessment of the field to inform their actions. Key topics of exploration include perceptions of CBE, interest in CBE, implementation, and adoption progress.
This blog post provides an overview of AIR’s Regional Educational Laboratory Midwest process of developing a postsecondary readiness indicator for the Iowa Department of Education.
This report shares a descriptive study of eight community colleges at the forefront of implementing multilevel approaches (a combination of prevention, early intervention, and treatment services) to support student mental health, as well as key facilitators for and barriers to their success.
This paper from the CALDER Center examines how different measures of teacher quality are related to students’ long-run trajectories. Comparing teachers’ test-based value-added to nontest value-added – based on contributions to student absences and grades – they find that test and nontest value-added have similar effects on the average quality of colleges that students attend. However, test-based teacher quality measures have more explanatory power for outcomes relevant for students at the top of the achievement distribution such as attending a more selective college, while nontest measures have more explanatory power for whether students graduate from high school and enroll in college at all.
This chapter discusses issues related to testing and evaluation of English language learners (ELLs) in higher education. It explains how to define the ELL population in higher education, followed by a brief treatment of the general issues related to testing and evaluation of ELLs in that context.
This manual provides an overview of Texas’s statewide educator preparation indicators and performance standards for a variety of stakeholders.