This call to action discusses the disproportionate impact from COVID-19 on Black, Latinx and Indigenous students, who have been hardest hit by practices and policies that result in credit loss when they transfer.
This journal article uses data from the National Educational Longitudinal Study and hierarchical generalized linear modeling to examine both student- and school-level characteristics that explain variations in college enrollment among African American men and women (with Caucasians included as a contrast group). The results showed that student-level characteristics, including gender, socioeconomic status, and race, were all significant predictors of postsecondary enrollment.
This brief highlights evidence-based practices related to early college high schools that promote college and career readiness.
This journal article presents findings from a study of whether disability status and course delivery format affect course completion at a Historically Black College. The results show that students with disabilities are just as likely as peers without disabilities to complete courses, but students with disabilities were less likely to complete online versus traditionally delivered courses.
This journal article uses student-level data to investigate how the college application behavior of underrepresented minorities (URMs) changed in response to the 1998 end of affirmative action in admissions at the University of California (UC). The results show that all URMs experienced a drop in their probability of admission to at least one UC campus.
Researchers from AIR and the Regional Educational Laboratory Northeast & Islands, are working with the Rhode Island Department of Education (RIDE), Office of Postsecondary Commissioner, and others, to develop a work-based learning (WBL) rubric and facilitate a review of the PrepareRI data catalog, a statewide initiative to support young people in developing the skills they need to be successful and competitive for the high-demand jobs of the future. The goals of the project are to support RIDE in evaluating the quality of WBL experiences as well as reviewing its data catalog to identify measures of career readiness for use in future data collection efforts.
Researchers at the Regional Educational Laboratory Southwest, operated by AIR, conducted a study to examine Algebra II completion and failure rates in Texas for high school students. This period spans (a) the point at which Texas began implementing the 4x4 curriculum that required four courses each in English, math (including Algebra II), science, and social studies, and (b) when the state moved to the new Foundation High School Program—which eliminates Algebra II as a math requirement—with the 2014/15 cohort.
The Regional Educational Laboratory Midwest, operated by AIR, in collaboration with Wisconsin Public Television, created a documentary that discusses promising practices for educators to help Black students on their journey to postsecondary education. The documentary sought to raise awareness about the best ways to support Black students’ higher education aspirations.
Researchers from AIR are supporting the University System of Georgia (USG) in an evaluation of student motivations toward entering into technical fields. This project aims to help USG understand how postsecondary students—particularly women and students of color—learn about, understand, and take interest in high-demand, technical degree program offerings. This study, along with additional efforts by USG, will help it reach its ultimate goal of increasing the number of women and people of color who know about and engage in a USG offering that prepares for a career in those sectors.
AIR built a series of application program interfaces to allow non-college measures (CMs)-developed websites to access the underlying data and methods that power the CM tools within Country Music Television’s existing Empowering Education website. The goal of the project was to embed CM tools within several other non-CM websites.