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.

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.

American Institutes for Research is supporting the Technical Assistance team at the Center for Innovation in Postsecondary Education at the University of South Alabama in building the capacity of five HBCUs in North Carolina to serve black adult learners. AIR is helping the TA team build content via webinars about data use and data driven decision making and facilitating conversations about strategic goals and needs of campus staff and faculty to understand capacity needs. The goals of the project is to change policy and practices that support removing barriers for black adult learners to complete a postsecondary credential. 

AIR, in collaboration with Quality Education for Minorities and the Kapor Center, is examining learning environments that enable undergraduate students at Historically Black Colleges and Universities (HBCUs) to thrive and subsequently attain doctoral degrees in science and engineering (S&E). The goals of the study are to (a) identify unique characteristics of S&E learning environments at the 21 HBCUs ranked as top producers of Black baccalaureate degree recipients who earn S&E doctorates (“anchor institutions”), (b) identify HBCUs that have similar characteristics as the anchor institutions and have a high potential to graduate students who go on to earn doctoral degrees, and (c) develop and disseminate a model that builds HBCU capacity to produce graduates who go on to earn S&E doctorates. Click here to access the project website.

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.

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.

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.

Researchers at the Regional Educational Laboratory Southwest, operated by AIR, in collaboration with the New Mexico Public Education Department, conducted a study to examine outcomes for several cohorts of students in New Mexico required to meet increased math and science course requirements and to take a new graduation exam. The aims of the study were to examine student outcomes among four years of cohorts before and after the changes in high school graduation requirements were implemented.

Researchers at the Regional Educational Laboratory Southwest, operated by AIR, in collaboration with the Texas Hispanic STEM Research Alliance, conducted a study to identify associations between predictive indicators and postsecondary science, technology, engineering, and math (STEM) success among Hispanic students in Texas. The goals of the study were to identify factors that predict positive STEM-related postsecondary outcomes for students in Texas and to determine whether the association between predictive factors and outcomes differs between Hispanic and non-Hispanic White students.

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.