Projects

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.

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 administered a survey to participants of the Keystone Scholars program, a statewide Child Development Account (CDA) program created by the Pennsylvania Treasury Department. The aims of the study were to capture parents’ expectations for their child’s educational future within the first year of their child’s life and to gather information on parents’ financial knowledge, assets, and savings behavior, as well as demographic information. 

AIR, in collaboration with Student Veterans of America, will examine veterans’ experiences with, and perceptions of, having their learning recognized by a postsecondary institution as they try to obtain a postsecondary credential. The goals of the project are to develop a better understanding of the challenges veterans face in receiving recognition of their learning by postsecondary institutions, and to inform and support institutions’ efforts to address those challenges. Click here for more information.

The purpose of this evaluation is to gather formative feedback about the Association for the Sciences of Limnology and Oceanography Multicultural Program (ASLOMP) and its components, as well as to assess participants' short-term outcomes (e.g., self-efficacy).

AIR, in collaboration with 2M Research and Education Strategies Group, is designing and executing the National Evaluation of Career and Technical Education Under Perkins V. The evaluation will assess the implementation of CTE under the new law, how CTE participation and outcomes are evolving over time,  and the effectiveness of CTE strategies permitted under Perkins V in improving key student outcomes. The evaluation will satisfy a legislative mandate in Perkins V and will give Congress and other policymakers a comprehensive assessment of CTE under the new law.

Researchers from AIR supported the U.S. Department of Education’s National Center for Education Statistics in data collection efforts related to IPEDS. Specifically, AIR staff prepared IPEDS survey components, developed and maintained written work products, prepared reports, verified statistics, provided expertise on complex data structures and data systems, and participated in planning meetings related to the postsecondary administrative data collection.

AIR conducted an evaluation to assess the effectiveness and efficiency of Texas OnCourse online training programs, which provide instruction about preparing for high school, college, and future careers to middle school counselors and teachers. Together, the evaluation team and Texas OnCourse staff developed and employed end-of-module assessments and participant perception surveys to measure improvements in counselors’ knowledge of module content and determine program effectiveness on teacher and counselor outcomes. The aim of this research was to improve high school counselors’ awareness of college and career planning information.

AIR is providing support for the Longitudinal Studies Branch, which is responsible for the design and operation of three national early childhood cohort studies and several longitudinal studies of middle school, high school, and postsecondary students. AIR is providing support across the full range of design and reporting activities associated with the major data collection projects and statistical studies, including study development, cognitive laboratory work, field test and national data collection activities, review of data files and data documentation, report review and development, outreach, user support, and training activities.

AIR is evaluating STEMfast, a program developed by New Mexico Highlands University to provide comprehensive support services to Hispanic students and students from low-income backgrounds who are studying science, technology, engineering, and mathematics. STEMfast addresses the underrepresentation of these students in STEM fields and works to decrease the likelihood that developmental core subject courses will deter these students from persisting and graduating from college.