This research brief discusses the impact COVID-19 has had on teacher preparation programs in Washington state.
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.”
In this journal article, published in August 2021, AIR researchers used longitudinal data from Massachusetts that link high school course-taking records in career and technical education (CTE) to postsecondary student outcomes to provide the first empirical evidence linking characteristics of CTE teachers to later student outcomes.
This report describes the results from a statewide study of the implementation of corequisite courses in Texas community colleges.
This website, created by AIR researchers, provides useful information to data reporters and to data users on the data elements related to distance education collected in IPEDS.
This blog post uses data from the Integrated Postsecondary Education Data System (IPEDS) to present key statistics on distance education course offerings and enrollments at U.S. colleges.
This report identifies type of high school enrollment (e.g., traditional public schools, charter schools, and private voucher schools) for Indiana students enrolled in grade 9 in 2010/11–2013/14 and examines their performance on indicators of college and career readiness and early college success.
This journal article describes a follow-up study assessing longer term impacts of Early College High Schools on students’ postsecondary outcomes 6 years after expected high school graduation. You can access the article summary here.
This presentation describes early impact and implementation findings from a randomized controlled trial of writing/reading corequisites in five Texas community colleges.
This journal article examines the impact of interracial and interethnic dialogue, a model of intergroup contact that highlights the salience of racial and ethnic group membership, to improve intergroup relationships on college campuses. A field experiment involving 737 participants demonstrated that participants randomized to enroll in an intergroup dialogue course increased thinking about and understanding of race and racial/ethnic group membership more than the control group participants who were wait-listed for the course.
In this brief, researchers used data from the Study of Deeper Learning: Opportunities and Outcomes to explore whether students’ opportunities for deeper learning are similarly beneficial for different types of students (e.g., male and female students, English language learners and native English speakers).